1. Interventions Katie Richardson

5. In this case we are using Dreyfus Process Novice Rigid adherence to rules Advanced Beginner Guidelines based on aspects – may miss details Competent Standard and routine procedures Proficient Looks for most important, deviations perceived Expert No need to rely on rules, looks to the future

6. For Example…A vocal performance Let’s look at aesthetics… Category: Technical Skill Category: Aesthetics Expert 3.3 Articulates the lyrics according to the context of the composition 4.4 Extracts meaning from the composition according to context, notation and knowledge of other extrinsic influences on the composition. 5.3 Contextualizes emotions in the song and conveys the emotions through voice, and facial expression. 6.3 Evokes emotions in the listeners that oscillate with the moods, interpretations and character contexts of the composition. 16-19 Proficient 1.3 Consistent placement of voice creating a warm and rich quality across the breadth of the vocal range. 2.3 Pitch accuracy and flexibility is supported by diaphragmatic control. 4.3 Conveys the context of the piece using notation and lyrics as a guide. 5.2 Uses the lyrics and notation to guide the light and shade of the performance 6.2 Arouses emotions in the listeners that are congruent with the intentions of the composition. 11-15 Competent 1.2 Consistent vocal quality that spans the breadth of the vocal range 3.2 Articulates consonants and rounded vowel sounds. 4.2 Emphasizes key lyrics according to context and notation 6.1 Conveys emotions according to lyrics and notation 7-10 Advanced Beginner 2.2 Accuracy of pitch varies depending on volume and height/depth of the notes. 4.1 Interprets the song based on an understanding of the lyrics. 5.1 Uses the context of the lyrics to emphasize meaning-laden words and phrases. 4-6 Novice 1.1 Breath control varies changing the quality of sound. 2.1 Accuracy of pitch varies throughout the song. 3.1 Clarity of articulation varies throughout the performance. 1-3 Indicators  1. Vocal quality 2.Pitch 3. Articulation of lyrics 4. Interpretation of the context 5. Expression 6. Pathos Cut- points

7. Summary statements of learning at each level Level 4: At this level, the student is learning to refine diaphragmatic control across the full vocal range to support pitch and tone, and to develop flexibility. S/he is learning to use the lyrics and notation to inform and convey an understanding of the contexts within the composition. Level 1: At this level the student is learning to use the diaphragm to breathe. He/she is learning to use the muscles of the vocal chords, face, mouth, throat, chest, back and abdomen to control the quality of vocal production and pitch. Level 5: At this level, the student is learning to interpret and communicate the underlying story and emotions within a composition. S/he is learning to use the voice to evoke emotions and imagination in listeners congruent with the story that is being told through the composition. Level 3: At this level, the student is learning to maintain a consistent quality of sound across the vocal range. S/he is learning to enunciate and emphasize lyrics in order to communicate the emotions of the context and the intentions of the composer. Level 2: At this level the student is learning to refine their use of muscles to control volume and pitch. S/he is learning to understand the relationship between the lyrics and the feelings that the song represents. S/he is learning to enunciate consonant and vowel sounds to convey meaning Category: Technical Ability Category: aesthetics Expert 16-19 Proficient 11-15 Competent 7-10 Advanced Beginner 4-6 Novice 0-3 Indicators  1. Control of Vocal Quality 2.Control of Pitch 3. Articulation of Lyrics 4. Interpretation of the Context 5. Expression relevant to the composition 6. Pathos communicated to the audience

11. Step 4: finding the ZPD This is our ZPD It is the area where intervention is needed in order to help the students move to the next stage on the continuum. Notice that the quality criteria are no longer in sequential order Notice that the students are are no longer in alphabetical order

12. Step 5: Divide the students into the general levels At this level, the recommended intervention is… At this level, the recommended intervention is… At this level, the recommended intervention is… At this level, the recommended intervention is… At this level, the recommended intervention is…

15. Step 6: Looking for anomalies What we see here are the students who seem to have interesting ‘gaps’ in their achievement.

18. Other areas requiring intervention The students’ results can be indicative of more than just their level of achievement… The student’s needs Welfare Language Social/cultural Academic Learning difficulties? Background? Interrupted schooling? Reading/writing levels Subject specific vocab ESL/NESB Language processing difficulties? Absences? Trauma or abuse Family difficulties Illness? Behaviour or truancy related? Withdrawal programs? Peer pressure? Cultural background and expectations? Racism/sexism/bullying etc? Social groups? Conflict?

21. Interventions: Georgia Case Study: At the beginning of Semester 2, Georgia’s skills had developed well and she was beginning to achieve results in the ‘competent’ level. However, lately Georgia had been arriving late to class and had missed a few lessons entirely. On this day, she seemed to struggle to get through the song. You noticed that the normal vigor with which she tackled her work was not there.

24. 3. What are the student’s needs in this case? 4. Outline some of the developmental considerations that might be influencing this case.