Performing Arts

Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 3 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: _____
Middle school: _____
High school: X
Other (please describe): _____
Urban: _____
Suburban: X
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[ While in a fairly affluent school district, this high school is one of the more economically
disadvantaged schools in the district. There are a high percentage of Hispanic students at the
school, although this is less evident in the music program. Parental support and involvement
ranges widely from student to student usually in conjunction with their family's means. The
school subsidizes private lessons and summer camps so that any student that wants more
intensive or individualized instruction is given the opportunity. This is a large part of why the
music program is so successful despite the economic considerations of many students. ]
3. Describe any facilities considerations that might impact your instruction (e.g., equipment
needs, room layout/design, access to performance/practice space, instruments,
accompanist, storage).
[ The room has risers so that each successive row is about 8 inches higher than the previous.
However, every performance is on a flat surface, so balance is always different from rehearsals
to performance. Because the last row (low brass and percussion) is so much higher than the
first row, they are more easily heard in rehearsal. In performances, the back rows tend to
underplay because they are on a flat surface and cannot be heard as easily as the front rows,
but are used to playing in the rehearsal space. Because of these considerations, I stress that
students use their ears to listen for balance because all performance spaces and situations are
different. ]
4. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, performance schedules, or standardized tests.
[ I am only rehearsing one out of three pieces that this group will play at their concert in May. At
the time of my learning segments, they have had the music for three weeks but have only
rehearsed it four times. While most of the notes and rhythms have been learned by now, some
students are still struggling with the rhythmic complexity and part independence in challenging
sections of the piece. This is the second-tier wind ensemble at the school, so some students do
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Performing Arts
Task 1: Context for Learning Information

not play their instruments outside of rehearsals at all. Many students practice outside of
rehearsals and about half take private lessons on their instruments. ]

About the Class Featured in This Assessment

1. How much time is devoted each day to performing arts instruction in your classroom?
[ 45 minutes ]
2. Identify any textbook or instructional program you primarily use for instruction. If a textbook,
please provide the title, publisher, and date of publication.
[ Written out warm ups and lip slurs, Alchemy by Andrew Boysen Jr. ]
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online
resources) you use for instruction in this class.
[ Tuner, metronome, whiteboard. ]

About the Students in the Class Featured in This

Assessment
1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[ 30 freshman, 27 sophomores, 7 juniors, 2 seniors ]
2. Number of

students in the class: 66

males: 33 females: 33
3. Complete the chart below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the chart. Some rows have been
completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., English language
learners, gifted students needing greater support or challenge, students with Individualized
Education Programs [IEPs] or 504 plans, struggling readers, underperforming students or
those with gaps in academic knowledge).
Students with Specific Learning Needs
IEP/504 Plans:
Classifications/Needs
IEP

Number of
Students
2

504

Other Learning Needs

Number of

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Modify goals and assessments to fit
ability
Music on Ipad, modify goals and
assessments to fit ability

Supports, Accommodations,

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

2 of 3 | 3 pages maximum
All rights reserved.
V3_0914
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.

Performing Arts
Task 1: Context for Learning Information

Students

Modifications

None

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 3 pages maximum
All rights reserved.
V3_0914
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.