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Through learning different genres and forms of music, students learn the diverse

cultures that celebrated/performed it, the history behind the compositions, the
languages used in their sheet music; not to mention, the art of playing in an e
nsemble gives students an important lesson about interpersonal relations: the va
lue of working together in a fair and cooperative environment
My philosophy of teaching is to facilitate learning through active student parti
cipation and interaction with the ensemble. My classroom will be a safe learning
environment focused on student improvement and musical progression. Using cross
-curriculur teaching to relate the repertoire to the daily lives of students I b
elieve will help with broadening their knowledge about different subjects mentio
ned in their classes. Multicultural teaching is also an important component to m
y teaching the uses for music within different areas of the world. As an instrum
ental teacher, I emphasize hard work and practice as part of my expectations of
each student. Much like in sports, music is practiced in rehearsals and individu
ally to gain the skills necessary for the concert. Having high expectations for
student improvement will help with strengthening the orchestra both in concerts
and with the recruiting process.
It is my belief that participation in band has the ability to challenge students
in multiple areas; intellectually, physically, emotionally, and socially. As st
udents grow as a musicians, they will also grow into young adults that have lear
ned how to set personal goals, work together for a shared purpose, and value the
contributions of each individual in the band. It is my goal to provide the stud
ents with a worthy use of their leisure time, an emotional outlet for expression
, and a worthy social experience.
Objectives
By the end of the school year, each Waddell Academy Middle School band member wi
ll be able to:
Demonstrate the proper assembly and maintenance techniques of an instrument.
Demonstrate the proper posture for playing an instrument.
Demonstrate the proper embouchure for playing his or her specific instrument.
Demonstrate the correct method of breathing to play a wind instrument.
Demonstrate the use of proper hand position on his or her specific instrument.
Demonstrate the ability to produce a good characteristic tone on his or her spec
ific instrument.
Identify and demonstrate proper use of various articulation markings.
Demonstrate a working knowledge of rhythms and rhythmic structure.
Identify and define various musical terminologies.
Demonstrate an enhancement in discriminatory listening skills.
Demonstrate the ability to interact responsibly and appropriately within a large
group.
Demonstrate characteristics of good self-discipline as it relates to classroom s
tructure and practice habits.
Demonstrate the ability to tune his or her specific instrument by use of electro
nic tuner and by aural recognition.
Demonstrate the physical coordination necessary to facilitate technical passages
of music.
Perform a solo (accompanied or otherwise) in front of a group of people.
Demonstrate the ability to critically evaluate musical performances and to expre
ss thoughts and feelings about those performances in a variety of contexts.
Identify musical intervals and unisons and demonstrate the ability to tune their
specific instrument to these intervals based on a set of criteria.
Demonstrate the appropriate strength, endurance, stamina, and coordination as it
relates to an instrumentalist at the middle school level.
Member Characteristics
I am a valued and cherished member of this organization because of the unique an

Each day I will choose to use my talents. mie ntras que antes eran intenciones"sentidas". Efficient rehearsals produce SUPERIOR bands. El contacto con el medio ambiente se mantiene durante esas operaciones mentales. El niño ha desarrollado imágenes realistas internas del mundo que le rodea. Este es el comienzo de la eta pa conceptual auditiva digital de desarrollo. que se desarrolla por medio de una educación eficaz. no less. entre los 6-12 años. situación o problema a la vez. incluyendo el habla interna. at the right time. y la percepción de la realidad es objetiva. es la del pensamiento de las Operaciones Co ncretas.n o more.d special qualities that only I possess. and character qualities to enhance my own growth and to nurture the growth of my fellow classmates. cuando el niño puede simbolizar operaciones (es decir. Be ready! Always be in the right place. Las operaciones concretas son la base sobre la cual se pue den construir operaciones intelectuales más abstractas. Sin embargo. In every moment I will choose to behave in a manner that is consistent with my c haracter. Therefore. Instruction begins within 2-mins of t he bell. La tercera etapa. Los niños pequeños y aquellos limitados a las operaciones concretas tienden a centrar la atención en sólo uno de l os aspectos más destacados de un objeto. Be disciplined! I am a firm believer that the only type of discipline that is tr uly effective is self-discipline. I am not a victim of anyone or anything. hasta que incluye informac ión que no es fácil de representar mediante imágenes. junto a representaciones kinestésicas y auditivas. I do exactly what I want to do -. Este es el comienzo de la capacidad conceptual cognitiva. ya que mediante una inve rsión es posible volver a la forma percibida un niño va a construir y derribar las co nstrucciones del Lego . There are certain factors that will contribut e to good rehearsals on a daily basis. de modo que a los 7-8 años de ed ad un modo concreto de representación visual se ha convertido en la forma predomin ante de pensar y recordar la experiencia. Piaget le llamó a esta tendencia "centrac ión". Cuando esto sucede. En este punto las decisiones propi as de los niños y las intenciones pueden ser expresadas como un diálogo interno. puede realizar una imagen mental concreta) sin tenerlo que hacer físicamente. Wait your turn and listen to the progress taking place. el niño se vuelve más propenso a ut ilizar la representación simbólica. (Trate de imaginar un concepto c omo "libertad" o "equidad"). usando palabras com o símbolos formalizados que "representan" conceptos. por ello es concreto. abilities. with the right equipm ent and the right attitude. Be prompt! All posted times are important. My response wil l either conform to or contradict the internal set of values which governs my li fe. Concerts should always begin on time. por lo tanto realiza un pensamiento constructivo. I f it is stated to be at a concert by a certain time. DESARROLLO COGNITIVO DESDE LOS 7 años En este período el pensamiento es lógico. y medir distancias y cantida des. el mundo del niño se amplía aún más. Ahora aprende a clasificar y relacionar. you should be early. Rehearsal Etiquette The quality of work that a performing ensemble accomplishes in its rehearsal is the single most important factor in the overall success of the group. Be prepared to move quickly and quietly between task s. excluyendo o tros aspectos potencialmente relevantes. muy pronto. Be patient! Raise your hand if you have a question. Puede fijar su atención en aspectos de la realidad que son p . I have the power to create my own environment by the choices I make in each mome nt. In every situation I have the ability to choose my own response. please comply.

como ser activo y pensa nte con relación a otro. La relación que establece con su entorno y el grado de madurez alcanzado le permit en ampliación del sentido de sí mismo como entidad separada.redecibles. P odrá fijar su atención para obtener información. . Dejan atrás el egocentrismo de la etapa anterior. descubrir y conocer el mundo que le r odea. aumentando su capacidad de aprender. lo que le ofrece estabilidad.