Performing Arts

Task 2: Instruction Commentary

TASK 2: INSTRUCTION COMMENTARY

Respond to the prompts below (no more than 6 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages
may include graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible portions.
These pages do not count toward your page total.

1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan
number.
[ Video Clip #1 shows a portion of the warm up in Lesson 1 where we cover some of the topcis
and discussion points of the lesson. The second Video Clip is from the ending portion of The
Liberty Bell March rehearsal from Lesson 3 where we challenge the students to evaluate and
give feedback on their performance. ]
2.

Promoting a Positive Learning Environment

Refer to scenes in the video clips where you provided a positive learning environment.
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage in
learning?

[ Throughout video clip #2 I am actively trying to engage the students to evaluate their
performance through questioning. Many of the students in this class are not prone to being
asked questions or being challenged to defend or evaluate their performances. The respect
that I have earned with the students is not as evident within this clip as the rehearsal was very
rough due to lack of student cooperation with my mentor teacher earlier in the rehearsal.
However I feel that the respect that the students gave during my questioning and responding to
the evaluations. These questions were meant to challenge and engage the students. As seen
in the video, this ensemble evaluation is new to the ensemble as it has never been done prior.
The ensemble was very hesitant to speak their opinion, but I was able to get some responses
that were satisfactory.
I believe that my rapport with the students is evident in Video Clip #1 in my conversations
between students and even during some classroom management moments early on in the
video. The goal always within my lessons was to keep our class on point and to engage the
students in the new topics that I was attempting to present. Many of the students were active
participants while many students were passive. ]
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in developing

artistic skills (e.g., self-expression, creativity, exploration/improvisation)

knowledge (e.g., tools/instruments, technical proficiencies, processes, elements,
organizational principles)

contextual understandings (e.g., social, cultural, historical, global, personal reflection)

[ In both video clips I challenge the students to develop their contextual understandings of the
music by using self-reflection and self-evaluation of the ensembles performances, as well as
expanding their knowledge through using real examples, such as the Bach Chorale in Video
Clip 1 to emphasize the importance of melody being heard and the relationship between voices
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Performing Arts
Task 2: Instruction Commentary

during a crescendo. I strongly believe that in Video Clip 1, many ensemble performance
techniques and tools were demonstrated and understood by the ensemble. The practice of
ensemble dynamics, proper balance, and active engaged listening while performing were all
touched upon at some point within the first video clip.
In video clip 2, allowing students to share their thoughts on the direction that their performance
had taken, and how they might better perform the piece ]
b. Describe how your instruction linked students prior academic learning and personal,
cultural, and community assets with new learning.
[My instruction was created to build off of prior instruction that focused on technical ability and
ability to perform as an individual. Most of the students in the ensemble are fine musicians that
have been taught how to perform well on their own. The instruction shown especially in Video
Clip #2 is based around reinforcing and understanding the basics of performing as an
ensemble.
By linking concepts about sound generation and performing concepts such as phrase direction
and climax, and placing these concepts within the ensemble setting diversifies the education
that the students had received up to this point. The School District has many fine music
educators that are great at creating individual performers, however most of those musicians are
in the top ensemble, and this lower ensemble needs to have the same education. Since this
district prides itself on top notch ensembles in both concert ensemble setting and jazz, being
able to understand ensemble performance techniques will be beneficial for all students in the
program. ]
4. Deepening Student Learning during Instruction
Refer to examples from the video clips in your explanations.
a. Explain how you evoked student performances and/or responses to support students
development and application of artistic skills, knowledge, and/or contextual
understandings.
[ Video Clip #2 starting at the beginning I ask leading questions to start the students train of
thought on details to go in the correct direction, and then lead to asking the students to respond
to what they heard themselves perform. This self reflection and self-evaluation is extremely
important in developing young musicians, and too often teachers jump in to fill the
uncomfortable void left by unanswered questions. I left a lot of time between responses as I
was challenging my students to engage in critical thinking of their own performance, their peers
performance, and how what we had learned up to this point applied. I think by waiting out the
uncomfortable silence we naturally will get more students to reply due to them wanting to end
the silence. And this allows us to reach some students who may not normally want to respond. ]
b. Explain how you used modeling, demonstrations, and/or content examples to develop
students artistic skills, knowledge, and/or contextual understandings for creating,
performing, or responding to music/dance/theater.
[ Many times throughout this teaching segment I would use sections of the ensemble, soloists,
or myself to demonstrate good tone or to guide the students as to where I wished them to listen.
In Video Clip #1 around 2 minutes in, I ask the low brass and certain sections of the ensemble
to demonstrate good tone on the warmup. I then give feedback orally, and direct the rest of the
ensemble to listen and follow the examples given by those students. This advances the the
contextual knowledge of these exercises by letting me work with a smaller group of students
and give directed comments that can then apply to the rest of the ensemble. By continually
asking the students on their thoughts especially after pieces such as the Bach 95 chorale

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Performing Arts
Task 2: Instruction Commentary

around the 6 minute mark and giving formative feedback and assessment on how we have
achieved we help develop our students knowledge and understanding.]
5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.
a. What changes would you make to your instructionfor whole class and/or for students
who need greater support or challengeto better support student learning of the central
focus (e.g., missed opportunities)?
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[ I would focus much more on measure 22 in The Liberty Bell March and forcing the ensemble
to balance properly to the sound of the euphoniums. This takes place in the later half of Video
Clip #2, around 3-5 minutes. I feel that I do not make the language as accessible to students
who may struggle with the musical terminology, or have not been around the band side of music
for a very long time. I feel that there were some students who did not completely grasp the
concept of engaged listening. There are plenty of missed opportunities to process proper
ensemble sound in the Warm Up in Lesson 1, Video Clip #1. I think that would have been a
great time to break down ensemble balance, and proper sound. I think that if I would have
spent 5-10 minutes breaking down proper balance, it would have saved 20-30 minutes of later
discussion in the lessons. ]
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
[ By breaking down the topics of ensemble balance later in the lesson segment (Lesson 2, Not
in a Video Clip), I was able to address certain terminology and concepts that would have really
helped in Lesson 1. The students at the school I am at learn greatly by reinforcing previous
knowledge, and only changing 1 or 2 concepts. Most of the students are able to demonstrate
good technique, unnecessarily with knowledge of the concepts. This would be a great
representation of Piagets theory on Cognitive development which summarizes to that
development precedes the understanding and learning. This also falls under the Gordon Music
Learning Theory, that students will learn through audiating and actively listening to music to
process understanding. ]

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All rights reserved.
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permitted only pursuant to the terms of a written license agreement.