STANDARD 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
As this relates to music, the music teacher understands the various ways to teach a child music (i.e. Suzuki Method, Kodaly, etc.). The teacher however is not limited to certain teaching methods but adapts the lesson plan to ensure understanding of the content from the students. The teacher does not just touch the base of the subject but is willing to take it down to a level in which the students understand.
As a music educator, I enjoy using more than one instructional practice. It allows not only the student to be engaged but me as the teacher as well. Being that I'm still new at teaching, I am working on expanding my knowledge of different instructional strategies. In one of my field observations, I was able to learn a new instructional strategy from my professor when I could not think of a different approach to what I wanted the students to do for me. She provided a solution that not only fixed the problem but allowed me build on the methods I was already using.
In order to fulfill this standard, I will continue to be exposed to different people in the context of learning music. In the most part, this will be done through my student teaching experiences while learning from the students and my cooperating teachers. My growth in this standard will also be strengthened by professional development and conversations with my colleagues, who will provide a different perspective to the same musical content.
As this relates to music, the music teacher understands the various ways to teach a child music (i.e. Suzuki Method, Kodaly, etc.). The teacher however is not limited to certain teaching methods but adapts the lesson plan to ensure understanding of the content from the students. The teacher does not just touch the base of the subject but is willing to take it down to a level in which the students understand.
As a music educator, I enjoy using more than one instructional practice. It allows not only the student to be engaged but me as the teacher as well. Being that I'm still new at teaching, I am working on expanding my knowledge of different instructional strategies. In one of my field observations, I was able to learn a new instructional strategy from my professor when I could not think of a different approach to what I wanted the students to do for me. She provided a solution that not only fixed the problem but allowed me build on the methods I was already using.
In order to fulfill this standard, I will continue to be exposed to different people in the context of learning music. In the most part, this will be done through my student teaching experiences while learning from the students and my cooperating teachers. My growth in this standard will also be strengthened by professional development and conversations with my colleagues, who will provide a different perspective to the same musical content.
The following is a lesson plan that utilizes multiple techniques to achieve a specific bow stroke on stringed instruments. It applies to this standard because it shows my understanding of to most appropriately build certain skills on stringed instruments.
This artifact is a lesson plan from a high school orchestra in which I used took the string technique of spiccato bowing out of the the context of the piece that they were working on and allowed them to utilize it on a scale that they were already familiar with. This allowed them to focus directly on the bow stroke and less on the notes that they were playing, in order to perfect their technique. This artifact applies to this standard because isolation of the problem allowed to get the desired result in a different way.
https://docs.google.com/document/d/1e_8qCqAsJm9UOflaEogt_jtrdJs-WiYXnsVrjR0oTog/edit?usp=sharing