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    504ferdon lessonplan 504ferdon lessonplan Document Transcript

    • EDTECH
504‐4173
(FA09)
Susan
Ferdon

Lesson Plan ActivityOverviewAs part of the General Music Curriculum in Deerfield District 109, students in grades 3-5use recorder as a medium for developing music literacy skills, individual performanceskills, and ensemble skills. Students are also able to personally experience musicalconcepts (i.e. rhythm, pitch, tempo, balance) in an authentic manner. The approach tolearning has been primarily cognitivist in that information went in and led to outcomesthat can be observed.While a sequential curriculum, tied to national and state standards, has been in placefor a number of years, the district’s six schools have had limited common curriculummaterials. Curricular objectives were quite specific, but the manner in which teacherschose to address objectives was determined individually. For recorder, most teacherschose the standard approach of direct instruction using a method book. The book usedby many, including myself, has been Recorder Karate. As students learn songs ofprogressing difficulty levels, they earn colored “belts” for their recorders. Thiscombination of cognitivist-style direct instruction, familiar melodies, and a behaviorist-style reward system has resulted in instructional activities that have been effective,motivating, and fun for students.The success of Recorder Karate with my 4th graders, led me to develop a similarprogram for my 5th graders. In Recorder Taekwondo, students again learnedprogressively more difficult songs, but with greater independence and no “ceiling” totheir learning. Students were able to continue with Recorder Taekwondo songs, on theirown, even when class time was no longer used. When students learned the mostdifficult song, a newer, more challenging song was added. The first year of RecorderTaekwondo, the highest belt achieved was 1st degree black. The next year, studentsexceeded the level achieved the previous year and I added songs for 2nd and 3rd degreeblack belts. The next year, I eliminated the white belt song and “re-colored” theremaining songs, which raised the bar for all. 4th degree black belt was also added, andthough a few students began work, none finished. Last year, three students earned 4thdegree black belt and one made it all the way up to 5th degree: play the melody ofGreensleeves on soprano recorder, learn to play alto recorder, play the harmony ofGreensleeves on alto recorder, compose a Renaissance style accompaniment for twocontrasting unpitched percussion instruments and record all four parts usingGarageBand.The goal has been for students to advance at least to Purple Belt, the level at whichbasic curricular goals have been met. In order to go beyond that, students frequently
    • needed more time for practice and testing than was available during class time alone.They were provided with supports - fingering charts, pitch notation information,demonstration audio on the music website – and many worked before school, duringlunch recess, after school, and practiced at home. The behaviorist reward system ofyarn for their recorders was further enhanced by recognition of black belt students at theend-of-the-year Awards Assembly. In the four years that I have used RecorderTaekwondo with my students, 98% have made it to purple belt and many have gonewell beyond.Though successful, changes need to be made to 5th grade recorder instruction due tochanges in the music schedule and increased availability of common curriculummaterials and computing devices. • Spotlight on Music™ materials have been purchased so there are now teacher and student resources available district-wide, including textbooks and supplementary recorder materials. • Three carts of Netbooks have been purchased and will soon be available for classroom use. • The school day has been lengthened - 10 class periods/120 students have been added to my teaching load (44 classes a week, 450+ students total) – and the amount of planning time has been reduced. The combination of more classes and less planning time has resulted in a sharp reduction in the amount of planning time per class/student. • Available planning time (and more) is needed to adequately plan and prepare for daily teaching so Recorder Taekwondo must be limited to class time and home practice.Though the impetus for change has been largely external, the extent to whichinstruction will be impacted is within my control. The benefit of added materials andresources can offset the reduction in time available to work with students. Maximizing ofinstructional time, practice time, feedback, and testing opportunities will be possiblewhen students teach themselves and each other. Expanding upon the Humanistpractice of providing independent learning opportunities for students will allow me to actas facilitator and, thus, provide more individualized support during class time. Creationof instructional videos will enable the benefits of face-to-face music instruction (auditoryand visual) to transfer to self-directed learning activities. Further, characteristics ofCommunities of Learning, long a tradition in the world of music, can maximize the timeavailable for achieving curricular goals. The proposed changes will take advantage of awider variety of learning theories, as well as additional resources, and will result in thegreatest possible student achievement.
    • Recorder Taekwondo Unit 5th Grade
 Content
 Performing
on
instruments,
alone
and
with
others,
a
varied
repertoire
of
 National
Standards
for
 Standard
2
 music.
 Music
Education
 Achievement
 a.
Students
perform
on
at
least
one
instrument1
accurately
and
 Standards
 independently,
alone
and
in
small
and
large
ensembles,
with
good
 posture,
good
playing
position,
and
good
breath,
bow,
or
stick
control.
 
 b.
Students
perform
with
expression
and
technical
accuracy
on
at
least
 one
string,
wind,
percussion,
or
*classroom
instrument
a
repertoire
of
 instrumental
literature
with
a
level
of
difficulty
of
2,
on
a
scale
of
1
to
6.
 
 c.
Students
perform
music
representing
diverse
genres
and
cultures,
with
 expression
appropriate
for
the
work
being
performed.
 State
Goal
for
 Through
creating
and
performing
understand
how
works
of
art
are
 Standards
 Learning
 Illinois
 Learning
26
 produced.
 Learning
 Apply
skills
and
knowledge
necessary
to
create
and
perform
in
one
of
 Standard
B
 more
of
the
arts.
 Recorder
5
 Play
songs
using
low
D,
E,
F#,
G,
A,
B,
C
and
high
D.
Curriculum
 Deerfield
 General
 Recorder
6
 Read
notation
to
learn
and
play
songs
on
the
recorder.
 Music
 Recorder
8
 Play
scales:
C
major,
D
major.
 Recorder
10
 Develop
repertoire
of
songs
with
varied
meters,
tempo,
tonality,
and
 difficulty
levels.
 
 
 
 
 
 OLD
FORMAT
 REVISION
 Whole
class
instruction
at
beginning
of
unit:

 Addition:

 Review
of
previous
notation
strategies
 Material
from
the
Spotlight
on
Music
 and
activities:
Rhythm
Rhyme,
Music
 Reading
section
of
the
book,
and
SOM
 Music
Notation
 Alphabet
Song,
hand
staff,
mnemonics.
 recorder
materials,
will
supplement
 music
notation
and
reading
activities
in
 
 Remediation:
 Note
cards
(job
aides);
students
find
 core
lessons.
Recorder
will
be
woven
 matching
notation
and
write
letter
 into
instruction
throughout
the
year.
 
 names
above
notes.
 Remediation:
 Music
literacy
activities
will
be
 distributed
through
the
year.
Selected
 students
will
use
drill
and
practice
 software
(Music
Ace,
Music
Ace
2).

 
 Learning
Theory:

 • Behaviorism

    • Whole
class
instruction:

 Addition:

 Recorder
was
used
on
a
more
limited
 Material
from
the
Spotlight
on
Music
 basis
in
5th
grade
than
in
4th.
A
review
 Reading
recorder
materials
will
 of
4th
grade
skills
and
songs
takes
place
 supplement
activities
in
core
lessons.
 in
the
last
few
weeks
prior
to
beginning
 Recorder
will
be
woven
into
Recorder
Skills
 Recorder
Taekwondo.

 instruction
throughout
the
year.
 
 Remediation:
 Modified
notation
(letters,
finger
 numbers,
color
coding,
or
icons)
was
 available
for
students
not
able
to
play
 from
traditional
notation.
Those
 students
also
had
the
option
of
 watching
my
fingers
instead.
Students
 who
are
new
to
recorder,
or
have
 significant
learning
or
motor
issues,
 play
alternate
songs.
Each
song
is
still
 progressively
more
challenging,
but
the
 difficulty
level
is
suited
to
the
 individual.
 Whole
class
instruction:
 Addition:

 Teacher
modeling
to
develop
fingering
 Higher
belt
students
will
be
paired
with
 techniques
needed
to
play
more
 lower
belts
for
peer
teaching
of
new
 challenging
portions
of
the
song.
 songs.
 Learning
Theory:

 
 Remediation:

 Individual
practice
time
provided
 • Communities
of
Practice
 during
most
music
classes;
teacher
 
 works
with
individuals
as
needed.
 Addition:

 Instructional
videos
will
be
created
for
New
Songs
 each
song.
Teacher
modeling
of
 accurate
song
performance
will
be
 included,
along
with
warm‐ups
and
 technique‐building
exercises.
All
 information
that
was
previously
 presented,
via
direct
instruction
to
the
 whole
class,
will
now
be
available
for
 individuals
to
access
independently.
 Videos
may
be
accessed
in
class
or
at
 home.
 
 Learning
Theories:

 • Humanism
–
Teacher
as
facilitator
 of
learning
 • Cognitive
Theory
of
Multimedia
 Learning

    • Whole
class:
 With
less
class
time
used
for
direct
 Individuals
practice
independently.
At
 instruction,
more
time
will
be
available
 times,
students
at
the
same
belt
level
 for
individual
and
peer‐supervised
 In‐class
Practice
 practice
together
and
offer
one
another
 practice.

 help.
 
 In‐class
use
of
peer
teaching
and
 Remediation:

 instructional
videos
(Netbooks
with
 Students
may
come
to
music
room
for
 earphones)
will
allow
teacher
to
 teacher‐supervised
practice.
 provide
a
greater
amount
of
 individualized
feedback
during
class
 time.
 
 Learning
Theories:

 • Humanism
–
Teacher
as
facilitator
 of
learning
 • Communities
of
Practice
 • Cognitive
Theory
of
Multimedia
 Learning
 Shared
packets
are
used
during
class
 Song
sheets,
audio
files,
and
videos
will
 Home
Practice
 and
individual
song
sheets
are
 available
on
the
music
website
four
 available
for
students
to
take
home.
 weeks
before
the
Recorder
Taekwondo
 Song
sheet
PDFs
(public
domain
 Unit
begins.
Students
will
be
urged
to
 melodies)
and
MP3
recordings
of
each
 get
a
head‐start
on
the
easier
songs,
so
 scale
and
song
are
linked
on
the
 that
there
is
more
time
during
class
to
 webpage.
Students
have
access
to
all
 work
on
more
advanced
techniques
 materials
both
at
home
and
at
school.
 needed
for
higher
belt
songs.
 Students
could
continue
advancing
 Learning
Theory:

 through
the
belts,
even
when
class
time
 • Humanism
–
Teacher
as
facilitator
 was
no
longer
being
used.
 of
learning
 Beginning
the
second
week
of
the
unit,
 Less
class
time
will
be
used
for
direct
 most
of
one
class
period
per
week
(30
 instruction,
so
more
teacher
time
will
 minutes
of
a
40
minute
period)
was
used
for
 be
available
for
testing.
Beginning
the
 belt
testing.
Students
could
test
for
one
 second
week
of
the
unit,
approximately
 Belt
Testing
 belt
per
week,
in
class.
This
got
 25
minutes
per
class
period
will
used
 students
up
to
the
goal,
Purple
Belt
 for
testing.
As
before,
if
students
earn
 (grade
is
B),
by
the
end
of
the
unit.
 one
belt
per
week
they
will
make
it
to
 Some
students
were
ready
to
test
twice
 Purple
Belt
by
the
end
of
the
unit.

 in
one
class
period.

 Students
who
test
at
each
available
 Students
were
able
to
test
outside
of
 opportunity
will
be
able
to
make
it
as
 class
time
as
many
times
per
week
as
 high
as
2nd
degree
Black
Belt
before
the
 they
wanted
to.
The
unit
was
scheduled
 end
of
our
six‐week
unit.
 for
early
spring
to
allow
additional
time
 for
out‐of‐class
testing
once
the
 Recorder
Taekwondo
Unit
was
over.