The Sounds of an Orchestra

Unit Plan
Elementary Music Grades 4-6 (combined)
Joni Unger
April 18, 2016

Table of Contents
Idea Web.... p. 3
Unit Plan Matrix p. 4
Exit Slip. p. 10
I Am a Fine Musician........ p. 11
Bowed String Instruments Worksheet... p. 12
Twinkle, Twinkle for recorder .. p. 13
Mary Had a Little Lamb for recorder.p. 14
Riddles....... p. 15
Percussion Riddles. p. 16
Instrument Matching Sheet p. 17
Listening Sheet.......
p. 18
Word Search.. p. 19
Name the Instruments (added as an extra review)......p. 20
Bibliography. p. 21
Reflection...... p. 23

Unit Plan
Generative Topic. Topics that are interesting to both students and teacher and have the capacity to generate further learning
by stimulating questions, thinking, discussion, activity, curiosity, and creativity and that enable students to make connections
with what is important within a topic or field of study (e.g. music).
Generative Topic: How different instruments work together to create a work of art
Unit Title (Based on a Generative Topic): The Sounds of an Orchestra
Synopsis. Summarizes the unit (i.e. the unit in a nutshell)
and lists the following information:
a. Central focus, theme, topic, big idea, generative topic;
b. Grade, musical program of study (i.e., band, orchestral,
guitar, etc.);
c. Time allotment (minutes/hours/periods) for the unit; and
d. Rationale explaining its relevance to achieving the aims and
goals of the provincial music curriculum.
Synopsis:
Getting to Know the Orchestra Grades 4, 5, & 6.
Generative Topic: How different instruments work together to create a work of
art
Big Idea: Students will understand that the tonal qualities of different
instruments affect their role in a piece of music.
The students will be introduced to the families that make up an orchestra. They
will learn what the different instruments are made of, how theyre played, what
they sound like and how those instruments work together to create the music,
tell a story or express different emotions. Students will listen to orchestral
music, music played by individual instruments and small ensembles. They will
see videos of people playing instruments in order to gain a better understanding
of how the different instruments are played and how various instruments are
similar or different.
Time: This unit will take place over 6 lessons (45 mins each).
Rationale: According to the curriculum students need to know that instruments
have distinctive tonal qualities, are grouped according to families, and need to
be able to recognize the instruments in those families. They also need to be able
to distinguish among the sounds of common instruments and match names,
sounds, and pictures of many instruments. In this unit we will be doing several
activities to allow students to recognize the instruments and their sounds and to
understand why they are grouped into the different families.

Culminating Activity/Products.
Briefly describe the culminating activity and products (e.g. a composition,
performance, recording) explaining how these are authentic performance
tasks and how they bring the unit to an appropriate closure.

Culminating Activity/Products:
Group presentations students will be assigned a family (string, brass,
woodwind, percussion) and will identify the instruments that belong to that
family, how to play the instruments, what is unique about them and what kind
of music they would use those instruments for in a composition. This activity
allows students to show that they have learned the facts about the instruments
but also allows them to think deeper about how the tonal qualities of
instruments affect composers choices.
Matching sheet- students will match pictures of instruments to their names.
One of the SLOs is to be able to recognize pictures of instruments and this
will allow students to show their knowledge
Listening activity students will hear several clips and will identify the
instruments playing. In order to show that they know what the different
instruments sound like, the students need to be able to identify them when
heard. This will allow them to use the knowledge they have gained about the
various instruments and use that information to determine the instrument
being played.

Aim/big idea.
Aim/big idea: By the end of the unit, students will understand that the tonal qualities of different instruments affect their role
in a piece of music.
Essential questions. (Two to five per unit) Important, overarching, thought-provoking questions that guide the inquiry
throughout the unit.
Essential questions:
1. How do instruments in the orchestra work together to create music?
2. How do the tonal qualities of instruments affect their role in a piece and the composers choices in instrumentation?
Desired Results/Learning Outcomes (Scope & Sequence)
General & Specific Musical Learner Expectations/Outcomes
Unit Learner Expectations (Goals)
Assessment/Evaluation
By the end of the course students will . . .
(i.e. assessment of
By the end of the unit, students will be learning)
able to . . .
GLE/GLO: 1 Musical Skills & Knowledge
SLE/SLO: Expression 14 Musical instruments have distinctive tonal qualities
& may be grouped according to families
SLE/SLO: Skills 4 Distinguish among the sounds of common musical
instruments
SLE/SLO: Skills 18 Recognize the instruments of the four families of the
orchestra: string, woodwind, brass, percussion

ULE: 1.1.1 identify families in the

orchestra
ULE: 1.1.2 explain why certain
instruments are grouped together
ULE: 1.2.1 recognize the sounds of
various instruments in the orchestra
ULE: 1.1.1 identify the instruments that
belong to those families
ULE: 1.1.2 identify characteristics of
the different instruments

Exit slip assessment of learning

Discussion assessment of and for
Listening activities assessment for
and of
Discussion assessment of
Bingo (observation) assessment of
Worksheet assessment of
Discussion following brass
instrument activity, playing
recorders & playing percussion
instruments assessment of
Riddles (observation) assessment
of

GLE/GLO: 2 Insight into music through meaningful musical activities

SLE/SLO: Skills 26 Match names, sounds and pictures of many instruments

SLE/SLO: Skills 4 Distinguish among the sounds of common musical

instruments

ULE: 2.1.1 recognize instruments and

name them
ULE: 2.1.2 recognize the sounds of
various instruments
ULE: 2.2.1 recognize the sounds of
various instruments
ULE: 2.2.2 explain how tonal qualities
affect an instruments role in a piece of
music

GLE/GLO: 3 Enjoyment of music

SLE/SLO: Expression 14 Musical instruments have distinctive tonal qualities
& may be grouped according to families

ULE: 3.1.1 explain how different

instruments work
ULE: 3.1.2 explain how instruments
work together to create a work of art
Master List of Major Learning Activities and Experiences
1. separate instruments into families
6. make our own brass instruments
2. sing a 4-part melody as if we are an orchestra
7. play percussion instruments
3. listening/watching orchestras and individuals play the instruments
8. orchestra bingo
4. learn a dance
9. group presentations
5. learn a piece on the recorder
10. worksheets

Worksheet assessment of
Matching sheet assessment of
Listening activities assessment of
Listening sheet assessment of
Listening activities assessment of
Discussion assessment of and for
Bingo (observation) assessment of
Discussion assessment for and of

Discussion assessment of and for

Group presentations assessment of
Discussion assessment for and of

Master List of Materials, Equipment, and Resources

1. PowerPoint with pictures of all the instruments
3. worksheets
2. video clips/listening clips:
4. recorders
https://www.youtube.com/watch?v=rp2CILkGsDw
5. percussion instruments
6. water bottles, paper, scissors and tape for brass instruments
https://www.youtube.com/watch?v=MP2_6OLummA&list=PLLIE84w8WlZ
7. http://www.dsokids.com/media/21564/brassy_-brass_teachers_guide_14KKMjtpEY13aQyY4tshMT
15.pdf
https://www.youtube.com/watch?v=vmQu4TVhGfw
8. http://www.musicfun.net.au/pdf_files/instruments.pdf
http://www.classicsforkids.com/music/instruments_list.asp?family=String
9. pictures of instruments cut out (7 copies) and put into Ziploc bags
http://www.classicsforkids.com/music/hear.asp
10. violin
https://www.youtube.com/watch?v=46K4V6xmOww
11. pencils
https://www.youtube.com/watch?v=vQUemHFMdho
12. fingering charts for recorder songs
https://www.youtube.com/watch?v=yE0aSxziNdY
13. riddles
https://www.youtube.com/watch?v=jnFl1q0IYTA
14. yarn
https://www.youtube.com/watch?v=EAJT9Bk_GeQ
https://www.youtube.com/watch?v=e_FWPNkle3I

https://www.youtube.com/watch?v=JBTPkNd3D8w
https://www.youtube.com/watch?v=fYOsNp4O7AU
https://www.youtube.com/watch?v=KEt1Mm8sSkA
https://www.youtube.com/watch?v=VaTwT8dayks
https://www.youtube.com/watch?v=y6SxvsUYtM
https://www.youtube.com/watch?v=pgLODq5URUo
https://www.youtube.com/watch?v=kmfeKUNDDYs

Special Considerations
Modifications and accommodations for learners with
Social context issues. How you will address any relevant
special needs/Adaptive strategies. Strategies used to
social context issues in your planning. For example,
accommodate the needs of exceptional learners. For example,
students unable to dance or perform or listen to patriotic
musically gifted, ADD, ADHD, Asperger, or Tourette Syndrome.
or particular religious music for religious and/or cultural
Identify and briefly describe the diagnosed condition and the
reasons
strategies you will use to meet the needs of these student and
school is a faith-based institution
why.
large number of FNMI students
a large number of ESL students
inner-city issues, etc.
Description of modifications accommodations to be
Description of strategies to be used or steps to be
made for learners with special needs/Adaptive
taken to address social context issues in the teaching
strategies in the teaching of this unit: There is one
of this unit. The biggest issue will be the wide age range
students in this group with autism. He has a full-time aid that
and large number of students in a small room. I have tried to
will be there to help him during the class. When we are doing
select activities that will be challenging for all of the students
worksheets I will allow the aid to serve as his scribe and
despite their age difference. I have also tried to include as
depending on how hes feeling that day, may only have him
much movement and active participation as possible in the
answer some of the questions. If he needs extra time for any
space we have to work with. At times it will be beneficial to
of the worksheets he can take time during our other music slot
group students together based on age so they can be
during the week He has a room that he goes to if hes having a
challenged in a way appropriate for them and at times it will
meltdown so sometimes he may just need a little time away
be beneficial to have a mixed group so students can learn
from the group.
with and from each other. I have selected videos that show
both males and females playing different instruments and
songs that will appeal to both boys and girls. Most students
have not been exposed to instruments of the orchestra and

have never seen an orchestra. Because of this, I am using a

lot of musical examples and pictures so they can have a
better understanding of the instruments. They will be
attending a concert at the end of the unit, so this unit will
prepare them for that experience.

Lesson
1

Topic
Introduction to
the orchestra

Summary of Lessons
Learning Objectives
Assessment/Evaluation
By the end of this lesson TSWBAT . . .
1. List the 4 families of instruments
Exit slip
2. Identify the characteristics that
determine which instruments belong to
Discussion
each family
3. Sing a 4-part melody

Learning Activities/ Instructional Strategies

1. Mini lecture
2. Group cut-outs of instruments into families
3. Mini lecture
4. Be an orchestra learn 4-part melody

String instruments

1. Identify the instruments of the string

Worksheet

5. Watch video clip of orchestra and discuss

1. Look at a violin and how it works

family

Discussion

2. Watch video clip to see the various string

2. Dance the heel-toe polka

instruments

3. Explain why certain instruments are

3. Look at pictures/listen to sound clips and discuss

better suited for certain roles

how instruments are built, held, played, etc.

4. Heel-toe-polka

Brass instruments

1. Identify the instruments of the brass

1. Listening activity

5. Worksheet
1. Brass family video/mini lecture

family

2. Discussion

2. Listening Activity

2. Recognize sound of these instruments

3. Explain how sound is produced on

3. Make instruments

Woodwind

these instruments
1. Recognize instruments of the

1. Discussion

1. Video clip, mini lecture

instruments

woodwind family

2. Listening Activity

2. Compare Twinkle, Twinkle played by different

2. Explain how sound is produced

5

woodwind instruments

Percussion

3. Play a song on the recorder

1. Identify percussion instruments & their

1. Observation (of playing

3. Learn a song on the recorder

1. Mini lecture

instruments

characteristics

rhythms and during Bingo)

2. Play percussion instruments

2. Recognize sounds of instruments

2. Discussion

3. Orchestra Bingo

3. Play rhythms with various percussion

6

Review/

instruments
1. Recognize instruments of the orchestra

1. Group presentation

1. Group presentation

summative

2. Group instruments according to

2. Matching sheet (written

2. Matching sheet

assessments

families

work)

3. Listening sheet

3. Recognize sound of orchestra

3. Listening sheet (written

instruments

work)

Exitslip
Namethe4familiesintheorchestra?
1.________________________________
2.________________________________
3.________________________________
4._________________________________

Name:___________________________

IAmaFineMusician("I Am a Fine Musician" from The Dick Van Dyke Show. (2016). YouTube.
Retrieved 22 March 2016, from https://www.youtube.com/watch?v=sOnjmYAHNqA)

trumpet

flute

Doublebass

trombone

BowedStringInstruments

Name__________________

1. Writethenameofeachbowedstringinstrumentbelowitspicture.

2. Whichbowedstringinstrumentisheldbetweentheknees?______________________
3. Nametwowaysyoucanmakesoundsonbowedstringinstruments?
1. _________________________________________
2. _________________________________________
4. Howmanystringsdoeachofthebowedstringinstrumentshave?_________________
5. Whichbowedstringinstrumentplaysthehighestnotes?________________________

Riddles
1. I sit on the floor and you sit in a chair.
You play with a bow thats made of horse hair.
Im played in an orchestra, a nice wooden fellow.
My name is not long, they call me a ____________.

2. Im a triangle shape and I have lots of strings,

I dont have a bow so play me with your fingers.
Im a ___________________.

3. Im silver and narrow and held in your hands.

Just blow across me all you woodwind fans.
A piccolos my cousin, but Im just a bit longer.
I bet you know now, or do you still have to wonder?
Im a ________________.

4. Im made of wood, Im long and Im thin

The woodwind family is the one that Im in
I dont have a mouthpiece, Im double of reed
My instrument is one that every orchestra does need!
Im a ____________________
5. I am made of brass that slides up and down
If played too loud, you just might frown.
I have a low voice, this is true.
I have no valves, there is a clue.
Im a _________________________

Percussion riddles
1. We come as a pair, you could say that were twins.
Were shiny and crash when you play us, my friend.
If you like to make noise and to march in a band,
Youll love us cause we make those marches sound grand!
Im a ____________________.

2. You can beat me and I wont get red in the face.

I come in all sizes from snare down to bass.
All bands like to use me to keep a good beat.
As you march me along on your two little feet.
Im a _________________.

3. Im played with a mallet, thats easy to see.

And there are bars that are big and small across me.
Im made of wood and come in different sizes.
My music makes lots of terrific surprises!
Im a _______________.
4. Im held in your hand, and sometimes Im round.
I need you to shake me or I wont make a sound.
I jingle and jangle with small metal pieces.
When you leave me alone, my melody ceases.
Im a ________________.

Name______________________

Matchtheinstrumentstotheirname.Therearemorenamesthaninstruments.(1markeach)

Oboe

Trombone

Violin

Timpani

Tuba

Bassoon

Bassdrum

Cello

Listening
Iwillplayfiveshortclips.Nametheinstrumentplayedineachclip.(1markeach)
1. __________________________________
2. __________________________________
3. __________________________________
4. __________________________________
5. __________________________________

Name____________

____________________

_______________________

_______________________

________________________

________________________
_____________________

_____________________
________________________

_____________________
Bibliography

"IAmaFineMusician"fromTheDickVanDykeShow.(2016).YouTube.Retrieved22March
2016,fromhttps://www.youtube.com/watch?v=sOnjmYAHNqA
BarnDanceHeelToePolka.mov.(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=46K4V6xmOww
BBCNationalOrchestraofWalesBrass.(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=yE0aSxziNdY
BBCNationalOrchestraofWalesWoodwind.(2016).YouTube.Retrieved22March2016,
fromhttps://www.youtube.com/watch?v=KEt1Mm8sSkA
ClassicsForKids.(2016).Classicsforkids.com.Retrieved22March2016,from
http://www.classicsforkids.com/music/hear.asp
Czardastubasolofullversion(baadsvik).(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=fYOsNp4O7AU
DSOKids.(2016).Dsokids.com.Retrieved22March2016,fromhttp://www.dsokids.com/
DSOKids.(2016).Dsokids.com.Retrieved22March2016,from
http://www.dsokids.com/media/21564/brassy_brass_teachers_guide_1415.pdf
InstrumentRiddles.(2005).MusicMattersBlog.Retrieved22March2016,from
http://musicmattersblog.com/2005/10/24/instrumentriddles/
IvanSpenceLiveTheHeel&ToePolka.(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=vQUemHFMdho
JamesMorrison&SchagerlAllStarBigBandfeat.ThomasGansch"TheFlintstones".(2016).
YouTube.Retrieved22March2016,fromhttps://www.youtube.com/watch?v=e_FWPNkle3I
LadyGagaPokerFace(windquintetversion).(2016).YouTube.Retrieved22March2016,
fromhttps://www.youtube.com/watch?v=VaTwT8dayks
Lawton,R.,Lawton,R.,&profile,V.(2010).WonderlandAvenueMusic:ThirdGrade
Recorder:MaryHadALittleLambinTabs.Livefromthempr.blogspot.ca.Retrieved22March
2016,fromhttp://livefromthempr.blogspot.ca/2010/10/thirdgraderecordermaryhadlittle.html
LosAngelesChildren'sOrchestraAmerica'sGotTalentJune9,2015.(2016).YouTube.
Retrieved22March2016,fromhttps://www.youtube.com/watch?v=vmQu4TVhGfw

LouisArmstrongHelloDollyLive.(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=kmfeKUNDDYs
McCollough,A.,&McCollough,E.(2016).toystoystoys.co.uk.Toystoystoys.co.uk.Retrieved
22March2016,fromhttp://www.toystoystoys.co.uk/
MusicFunWorksheets.(2016).Musicfun.net.au.Retrieved22March2016,from
http://www.musicfun.net.au/
PharrellWilliamsHappy(OfficialMusicVideo).(2016).YouTube.Retrieved22March2016,
fromhttps://www.youtube.com/watch?v=y6SxvsUYtM
RimskyKorsakovFlightoftheBumblebee.(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=pgLODq5URUo
StarWarsSuiteCantinaBand(BBCProms).(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=rp2CILkGsDw
ViennaHornsBacktotheFuture.(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=jnFl1q0IYTA
ViennaHornsJurassicPark.(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=EAJT9Bk_GeQ
WycliffeGordonTromboneSolo.(2016).YouTube.Retrieved22March2016,from
https://www.youtube.com/watch?v=JBTPkNd3D8w

Reflection
Iwasaskedtocreateaunitforthestudentstolearntheinstrumentsoftheorchestraastheywill
beattendingaconcertinMay.Iwouldonlybeteachingmusictwiceaweekandwastoldthatthe
studentsneededtobesingingonceaweek,whichleft6classestoteachthemaboutthe
instrumentsoftheorchestra.IbeganmyplanningbylookingthroughtheProgramofStudies
formelementarymusicandfindingtheoutcomesthatwouldberelevantforthisunit.The
studentsweregoingtoneedtobeabletoidentifyinstrumentsbypictureandsoundand
categorizethemintofamilies.IknewIneededthemtodoalotoflisteninginordertoremember
thesoundsofthedifferentinstrumentsbutIneededtodoitinawaythatwouldntbeboring.I
decidedthateachlessonwouldincludesomelistening,lookingatpicturesofinstruments,seeing
videos(whichwouldallowthemtogainabetterunderstandingofhowtheinstrumentsare
played)andsomekindofactivitythatwouldgetthemmovingorengagedphysicallyinsome
way.Idecidedtostartwithanoverviewoftheorchestrasothatwecouldtalkaboutwhatan
orchestraisandthatitsmadeupofdifferentfamiliesofinstruments.Followingthatintroduction
totheorchestra,eachlessonwouldfocusonadifferentfamilyofinstruments.
OnceIbeganteaching,Irealizedthatitwasnotrealistictoachieveallofmyoutcomesinonly6
classes.Afteroneclassfocusedonafamilyofinstruments,thestudentsknewalotaboutthe
instruments.However,ifitwasaninstrumenttheyhadneverheardbefore,recognizingand
rememberingthesoundafterlisteningtoacoupleclipswasnotrealistic.Irealizedthatmore
timewasgoingtobeneededtoachievethisoutcome.Idecidedtospendtwoclassesoneach
family,whichmeantthattheunitwouldnotbecompletedbutIfeltthatitwasimportanttogive
themmoretimesothattheycouldlearnwhatIwantedthemtolearn.Theywillcontinuewiththe
instrumentsonceImgoneandwillbeabletolearnabouttheremainingfamilybeforeattending
theconcert.Bytakingthatextratime,thestudentshavebeenabletolearnmoreaboutthe
differentinstruments,hearthemindifferentstylesofmusic,andgainadeeperunderstandingof
thequalitiesofeachinstrument.Inordertomakesuretheywereretainingtheinformationwe
werecovering,Iaddedanactivitywheretheywereseparatedintogroupsandassignedan
instrument.EachgrouptaughttheothersabouttheirrespectiveinstrumentsandIwasimpressed
bytheamountofinformationtheyhadretainedandtheknowledgetheyhadgained.Ialsoadded
asheetforthemtolabelinstrumentsandwewillbeusingthatsamesheetthiscomingweekina
listeningactivitywheretheywillidentifytheinstrumentplayinginvarioussoundclips.Because
wewontbecompletingtheunitasIhadplanned,Iaddedthissheetforlabellingandlistening
whichisverysimilartowhatIwasgoingtousefortheirfinalperformancetaskbutwithonlythe
instrumentstheyhavelearneduptothispoint.
IfIweredoingthisunitagain,Iwouldallowatleasttwoperiodsforeachfamilyandmakesure
thateachperiodtherewastimetolistentoinstrumentswehadpreviouslylearnedabout.They
wereabletolearnallofthefactsaboutinstrumentsandretainitafteroneperiodsoreallyitwas
justthelisteningandrecognizingsoundsofinstrumentsthatrequiredmoretime.
Overall,IwasveryhappywiththeactivitiesthatIhadchosen.Thestudentswereexcitedabout
thevideosandsoundclipsIhadthemlistento,whichIwasveryhappyaboutbecauseIhad

carefullyselectedmusicIthoughtwouldbeofinteresttothem.Althoughtheactivitieswere
successful,with42studentseverythingtooklongerthanIhadanticipatedandattimesIfelta
littlerushed.
IbroughtinmyviolinonthedaywelearnedaboutstringinstrumentsbecauseIthoughtseeing
theinstrumentwouldbebetterthanpicturesandvideos.Itwasverysuccessful.Theywerevery
engagedandtheyhadalotofgoodquestionsandcommentsthatcamefromseeingitinperson.
TheactivityIhadplannedforthislessonwastoteachthestudentsabarndanceaccompaniedby
afiddle.Iwasntsurehowthiswasgoingtoworkwith42studentsinasmallroombutit
actuallyworkedreallywell.Theyhadlearnedthedance,hadagreattimeandwewereableto
talkaboutthedifferentusesofinstruments.Iplayedthemaclassicalviolinclipandwetalked
aboutthedifferencesinthatandthepieceweweredancingto.
Asmyhooktolearnaboutbrassinstruments,Ihadcutyarntothelengthoftubeforeachofthe
brassinstruments.Thestudentsstretchedoutthepiecesandguessedwhichstringrepresented
whichinstrument.Itwasalotoffun.BecauseIhadbroughtinmyviolin,oneofthestudentstold
mehehadatrumpetathomeandwonderedifhecouldbringitinforthedaywelearnedabout
brassinstruments.Hedidbringitinandalthoughheisjuststartingtoplaythetrumpet,theother
studentswereveryencouragingandenthusiastic.Ihadhimshowusthedifferentpartsofthe
trumpetandexplainhowtoplayitanditturnedouttobeagreatlesson.Iwasverygladthatwe
wereabletodothatbecauseoriginallymyplanhadbeentomakeourownbrassinstruments.
However,onceIsawthesizeoftheroomIwouldbeinandactuallystartedteachingagroupthat
size,Irealizedthatthatwasgoingtobepurechaos.Ithinkitwouldbeafunandeducational
activitythatIwouldliketotrywithasmallergroup.
TheworksheetsIhadpreparedworkedwellandIwasabletoseeifthestudentswerelearning
whatIwashopingtheywerelearning.Overall,theydidverywellonanyworksheetstheywere
given,whichwasencouragingtome.
Ifeltthatmyclassroomdeliverywaseffective.Thestudentsrespondedwelltomeandwewere
abletodoactivitiessuchasthebarndancedespitethelargenumberofstudents.Wheneverthey
startedtakingoutofturn,Iwouldclaparhythmandtheywouldrepeatit.Thiswasveryeffective
andaswewenton,Iwouldgivethemmorecomplicatedrhythms.Theyhadfunwiththis
becauseitwasalittlebitofachallenge.BecauseofthespaceIwasinandtheamountof
studentsIhad,IthinkIplannedmorecarefullythanInormallywouldhave.Thisworkedtomy
advantageaseachclassransmoothly.Thestudentswereengagedandexcitedabouttheactivities
andwehadsomereallygooddiscussions.EverydaythatItaughtmusicIwonderedifitwas
goingtoworksimplybecauseofthenumberofstudentsinthatsmallroombutIthinkthat
becauseIplannedsocarefully,mylessonsweresuccessful.Ialsomadesuretospeakloudly
enoughthateveryonecouldhearandIrearrangedthefurnitureintheroomtomaximizethe
space.
Ifeltthatmyclasswasconsistentlyapositiveandproductivelearningenvironment.Ispentalot
oftimecreatingandplanningactivitiesthatwouldbeengagingandbecausethestudentswere

engaged,wehadsomegreatlearning.Theywereencouragingtooneanotherandpatientwhen
thingstookalittlelongertoget.Iwasespeciallypleasedwithhowencouragingtheyweretothe
studentwhobroughtinhistrumpet.Ialsocreatedanenvironmentwherestudentswereableto
expresstheiropinion.Wewouldlistentodifferentclipsandthestudentswouldsharewhatthey
likedordidntlikeaboutit.Theywereverypositiveinthewaytheyexpressedthethingsthey
didntlikesoitneverfeltliketheywouldbecriticizedbytheirpeersforhavingadifferent
opinion.Iwaspleasedthattheywereabletoexplainwhytheylikedordidntlikedifferent
things.Tomethisshowsadeeperlevelofunderstanding.