K-12 Performing Arts

Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 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: __X___
High school: _____
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.
[My classroom does not have any special features that will affect my teaching. My classroom is
in a public school without any classroom aides or other teachers.]
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 projector is placed at the back of the room which means I need to stand behind all the
students when I project videos or rubrics to my students. There is easy access to the
instruments in an adjoining room so this will not impact instruction. ]
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.
[With our concert taking place in December, it is an ideal time to assess the students' playing on
pieces we will perform. There are no specific requirements other than rehearsing the music and
teaching the students well, so that their musical knowledge is deepened and so that they learn
how to play with a better, more characteristic sound.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to performing arts instruction in your classroom?
[In my classroom, performing arts instruction takes place every morning for 45 minutes, from
7:30am to 8:15am. In addition, students leave one class every week for a 50-minute sectional
with other members of their section. We will use the weekly sectional time for the main
assessment in this learning segment.]
2. Identify any textbook or instructional program you primarily use for instruction. If a textbook,
please provide the title, publisher, and date of publication.
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K-12 Performing Arts

Task 1: Context for Learning Information

[This classroom does not use a textbook. Their instruction comes solely from the repertoire and
warm-ups that we do by rote (for example, playing basic two-octave scales in a round or with
different rhythms and bowings). During these lessons, our textbook will be the Ukrainian Bell
Carol arranged for String Orchestra by Dr. Sandra Dackow. I will provide a copy in the
instructional materials for reference.]
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online
resources) you use for instruction in this class.
[In this classroom I use a regular whiteboard to illustrate concepts and rhythms, as well as my
computer to play recordings and youtube videos through the overhead projector.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[This class is composed of 55 students. 20 are in 8th grade, 22 are in 7th grade, and 13 are in
6th grade.]
2. Number of

students in the class: 55

males: 18

females: 37

3. Complete the charts 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 charts. 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., students with
Individualized Education Programs [IEPs] or 504 plans, students with specific language
needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
For Assessment Task 3, you will choose work samples from 3 focus students. At least one of
these students must have a specified learning need. Note: California candidates must
include one focus student who is an English language learner.1
Students with IEPs/504 Plans
IEPs/504 Plans:
Classifications/Needs
Example: Physical limitations

Number of
Students
2

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Classroom aide or extra time

Organizational Deficit

This student struggles in many areas

California candidatesIf you do not have any English language learners, select a student who is challenged by academic

English.

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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.

K-12 Performing Arts

Task 1: Context for Learning Information

including academics, especially reading.

For orchestra in particular, this student
needs personal reminders to come for
sectionals. Since she is in both choir
and orchestra, she needs specific
reminders regarding instrumental/choir
rehearsal days. Also, parents ask that
she is seated by an older role model in
orchestra to help her stay on task and
stay organized.
Students with Specific Language Needs
Language Needs
Example: English language
learners with only a few
words of English

Example: Students who

speak a variety of English
other than that used in
textbooks
Health Impairment

Number of
Students
2

Supports, Accommodations,
Modifications
Pre-teach key words and phrases
through examples and graphic
organizers (e.g., word cluster,
manipulatives, visuals)
Have students use pre-taught key words
and graphic organizers to complete
sentence starters
Make connections between the
language students bring and the
language used in the textbook
This student has had a health
impairment wherein he needs to check in
with a Speech/Language specialist to
help him with goals in reading fluency
and written expression. For tests,
accommodations include extended time,
small group, or alternate settings. The
teacher must check for understanding
and give reminders to stay on task.
Other materials: task organizers or stepby-step directions; correctly completed
examples; extended time to complete
work. Use of a timer for task completion
as needed. Set of textbooks for home
use.
In orchestra he mostly just needs
reminders to stay on task as he is
excelling in the musical aspect.

Students with Other Learning Needs

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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.

K-12 Performing Arts

Task 1: Context for Learning Information

Other Learning Needs

Example: Struggling readers

Number of
Students
5

Struggling Readers

Anxious students

Organizational Difficulty

Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for resource materials
Give clear oral directions and more time
to sightread music and be able to play at
an acceptable performance level. More
time needed for some assessments.
Two students require seating in the back
of the orchestra so they can escape
when feeling anxious. Reminders are
needed to help them stay focused when
these students are looking around the
room for an escape.
The other student has anxiety driven by
social interactions and needs to be
seated far from certain peers.
One student needs the teacher to write
lesson times in his book so that he will
remember when to come for weekly
lessons. These lessons happen on a
rotating schedule which can be diffficult
for him to remember reliably, as the other
students must do on their own.
Another student needs an extra set of
orchestra music to keep at his dad's
house, as well as reminders about
sectionals so he knows when to bring his
instrument and music.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

4 of 4 | 4 pages maximum
All rights reserved.
V4_0915
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.