Northern State University

Pre-Student Teaching Experience

Music Teacher Work Sample
Spring 2021

Candidate Name: Abbigayle Quinn

Candidate Phone Number: (605) 252-8877

Candidate ID Number: A00234468

Cooperating School(s): Aberdeen Central High School

Subject/Content Area: Music

Grade Level(s): 9-12

Date Submitted: 4/27/2021

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher
education program.

I grant permission for the Northern State University Department of Music and School of
Education to use my Teacher Work Sample as an exemplary (outstanding) model for teacher
candidate and university supervisor training purposes in the future. I understand my name will
remain on the document for proper credit.

Electronic Signature of Candidate Submitting the TWS:

Abbigayle Quinn (electronic submission)

Portfolio Active Link: abbigaylequinn.weebly.com

Task I Professional Goal Setting

Knowledge of Self as an Individual

Goal: During this experience, I will dedicate my time to being organized and feeling
overprepared for the lessons that I teach.
 Procedure: I will accomplish this goal by completing tasks at least two days before I
present them in front of a group. This will allow me to time to practice and gain
confidence in my abilities.

Evaluation: I will evaluate this goal by using the “to-do” list section of my planner to
track the completion of tasks. I can then refer to that if I question my preparedness.

Knowledge of the Learner

Goal: During this experience, I will pay special attention to the specific needs of each
student as individuals and as a group and adjust my lesson to their needs.

Procedure: I will accomplish this goal by learning to assess the students as the class is
accomplishing activities. I will pay attention to the level that each student has achieved
while performing activities such as Learning Sequence activities.

Evaluation: I will evaluate this goal by coinciding with my cooperating teacher and
asking her opinions. I will also journal how far we get and how advanced the students get
based on the assessments that I am making.

Knowledge of Content

Goal: During this experience, I will attempt to use aspects of several different music
teaching methods and use at least one method during my lessons.

Procedure: I will accomplish this goal by reviewing the main methods (Gordon,
Dalcroze, Kodaly, and Orff) before each lesson. I will then utilize those methods to
construct an activity within a lesson that thoughtfully implements the ideas of one of
those methods.

Evaluation: I will evaluate this goal by journaling which concepts I have addressed in
my lessons. I will also use my journal to reflect on the successes and challenges I had
while using those methods with the students.

Knowledge of Pedagogy
 Goal: During this experience, I will become familiar with my cooperating teacher’s
teaching style, teaching philosophy, and classroom management techniques.

Procedure: I will accomplish this goal by taking notes while observing my cooperating
teacher in their classroom. I can then discuss with my cooperating teacher about his/her
goals and beliefs surrounding education, teaching style, philosophy, etc.

Evaluation: I will evaluate this goal with self-reflection of conversations had with my
cooperating teacher. I can then review and reflect upon notes taking during my classroom
observation. Then I can hopefully find ways to implement similar successful approaches
in my own teaching.

Knowledge of Self as a Teacher and a Member of a Learning Community

Goal: During this experience, I will develop professional relationships with my

cooperating teacher, their administration, and other faculty.

Procedure: I will accomplish this goal in many ways. First, I will make sure that I am
demonstrating professional behaviors in the workspace, such as dressing appropriately,
showing up on time, etc. I will also go out of my way to show confidence by starting
conversations with the teachers and administration.

Evaluation: I will evaluate this goal mainly through personal reflections at the end of
each time spent at the school as well as at the end of this experience. I will reflect upon
the conversations had as well as how I chose to present myself.

Task II Contextual Information

XYZ High School is located in a midsize town in the Midwest and is the only high school
in the school district. The high school grades range from 9th grade to 12th grade. Within the
XYZ School District, there are eight other schools: two middle schools, and six elementary
schools. XYZ School District is the only public school district located in the town. There are also
two smaller private school districts.
 XYZ School District’s vision is “To provide all students with the knowledge and skills
necessary to reach their potential in a global community through high expectations of academic
achievement, diverse educational opportunities, and community involvement in a safe
environment.” XYZ High School serves 1,349 students. The breakdown of the high school’s
ethnic diversity is as follows: 80.13% White/Caucasian, 6.30% Hispanic, 5.86% American
Indian/Alaska Native, 3.41% Asian, 2.22% Black/African American, 1.93% Two or More Races,
and 0.15% Native Hawaiian/Pacific Islander. Of the 437 students being educated in the school
district, 2.82% are classified as English Language Learners (ELL), 26.17% as Economically
Disadvantaged, 1.22% as Foster Care, 0.07% Homeless, 0.43% Migrant, 0.07% Military
Connected and 12.01% Students with Disabilities. According to the 2019-2020 School Report
Card, 91% complete graduation on-time, and 98% complete high school.

The town that XYZ school district resides in a town with an approximate population of
28,300 people, the third-largest city population in the state. The ethnic demographic of the town
follows very closely with the XYZ High School, with its largest ethnic group being Caucasian at
87.8%. The median household income of this city resides at $49,471, which is approximately
$10,000 less than the national average. 14.8% of the population lies below the poverty line,
which is 4.3% above the national average, according to the US Census website.

Task III Instructional Design and Implementation – Lesson Plans

Common Lesson Plan Template

Music Education
Dr. Wendy van Gent

Teacher Candidate Name: Abbigayle Quinn

Grade Level: 9-12

Subject: Choir

Date: 2/19/21

PLANNING
STATE STANDARDS

HSa.MUe.Pr.5.1.a Apply and refine rehearsal strategies to address individual and ensemble
challenges.

LEARNING/BEHAVIORAL OBJECTIVE(S)

Students will be able to:

• Sing sections of scales and arpeggios

• Learn how to stretch to release tension in their bodies before singing
• Use breathing exercises to improve their breath support
RATIONALE and PREASSESSMENT

According to South Dakota State Fine Arts Standard HSa.MUe.Pr.5.1.a, students in high school
should be able to apply and refine rehearsal strategies to address individual and ensemble
challenges. According to The Gordon Institute for Music Learning, “When listening to music
we are at any given moment organizing in audiation sounds that were recently heard. We also
predict, based on our familiarity with the tonal and rhythmic conventions of the music being
heard, what will come next.”

In this lesson, we will be using some of these warm-ups to address the issues of intonation,
audiation, and or blend. The students will be constantly audiating to help predict what comes
ahead of them. This occurs in vocal warm-ups that transition and adjust key chromatically.

MATERIALS

Piano
TECHNOLOGY

N/A
ACCOMMODATIONS

In this school district or many others, I may have a student who is classified as an ELL
(English Language Learner. In that case, English is not the first language of the student. If I
use a song in the English language for the warm-ups, I will encourage the student to hum the
notes as needed. When they feel comfortable, they can attempt using the words with the notes.

CLASSROOM MANAGEMENT

For this lesson I will use the following classroom management strategies:

- M: Make safe and kind choices.

- U: Use equipment properly and respectfully.
- S: Speak when called upon or asked to do so.
- I: Involve yourself in all activities.
- C: Cooperate with others.
Implementation
LESSON OPENING (hook)

The students will begin this lesson/warm-up by completing different types of stretches. We
will stretch our arms, shoulders, neck, and other parts of our body to relieve tension before
singing.

TEACHING PROCEDURES

The warm-ups will be completed in this order:

1. Sighs and sirens

2. Breathing Exercises
3. Lip Trills – 1-5-1
4. 5 Note Scales
5. Lower Range exercise – 1-2-3-2-1-7-1
6. Extended Range Exercise – using syllables such as “dee” and “doh” on arpeggios
7. “Many Mumbling Mice”
LESSON CLOSING (transition)

The lesson will transition to the next portion of class with announcements from my
cooperating teacher.

Reflect
In the future, I need to explain to the students why we do what we do. It is for my
understanding as well as theirs. When the students understand why we do an exercise, they
know what to focus on for improving. Most of the exercises went very well with the students.
A lot of any issues that occurred came from myself. I needed more practice in front of a group.
However, the more I do the exercises, the better I will get at leading them. If I could revise, I
would choose to do a different breathing exercise. The one I lead didn’t necessarily make
sense at times. It took a lot of explaining for understanding.

Common Lesson Plan Template

Music Education
Teacher Candidate Name: Abbigayle Quinn

Grade Level: High School

Subject: Music

Date: 3/25/21, 8:00 am

 PLANNING
STATE STANDARDS

HSa.MUe.Pr.4.1.a - Develop and apply criteria to study and perform repertoire that
challenges the performing ensemble.

HSa.MUe.Pr.5.1.a - Apply and refine rehearsal strategies to address individual and ensemble
challenges.

LEARNING/BEHAVIORAL OBJECTIVE(S)

After participating in these lessons, students will:

§ Be able to correctly perform a duple melody against a triple meter piano part.
§ Be more aware of dynamic markings to create contrast in the music.
§ Be able to memorize a portion of the songs.
RATIONALE and PREASSESSMENT

According to South Dakota State Fine Arts Standard HSa.MUe.Pr.4.1.a, educators should be
developing and applying criteria to study and perform repertoire that challenges the ensemble.
In this lesson, students will be working on “Song of Miriam”. The work challenges the students
in multiple ways, including rhythmically and dynamically.

According to South Dakota State Fine Arts Standard HSa.MUe.Pr.5.1.a, students should
apply and refine rehearsal strategies to address ensemble challenges. According to the
Organization of American Kodaly Educators, “A carefully planned sequence, well taught, will
result in successful experiences for children and teacher. Success breeds success – and fosters
a love of music.” In this lesson, we will be following a pattern of sequencing to begin picking
apart the piece. We will begin by running the piece to determine each issue head on, then
working on separate issues one by one before simply running the piece. This pattern of
sequencing will force students to sing the piece multiple times, while working on a separate
challenge each time. This will reinforce knowledge and memorization of the piece.

MATERIALS

§Sheet music for both Song of Miriam and Lift Mine Eyes
§Piano
TECHNOLOGY

§ Cell Phone for Metronome Use

CLASSROOM MANAGEMENT

For this lesson I will use the following classroom management strategies:

- M: Make safe and kind choices.

- U: Use equipment properly and respectfully.
- S: Speak when called upon or asked to do so.
- I: Involve yourself in all activities.
- C: Cooperate with others.
Implementation
LESSON OPENING (hook)

Do the exercise “Alive, Awake, Alert, Enthusiastic” to the tune of “Heads, Shoulders, Knees,
and Toes”. This exercise will get their bodies moving and wake them up a bit. This lesson will
occur a little after 8:00 AM.

TEACHING PROCEDURES

- Song of Miriam, by Elaine Hagenberg

o 1. Run the piece in full to pick out issues
o 2. Address the cross rhythms between the piano and choir
§ Begin at measure 31 where the time signature switches to 12/8. This
will help lead into the cross rhythms.
o 3. Look at dynamic contrasts within the piece
o 4. Run the entirety of the music without sheet music in hand.
§ Give the students about 30 seconds to look over some words they are
unsure of.
o Make sure to listen and analyze if anything else needs attention.
- Lift Mine Eyes
o Run the piece if there is time.
- Much of the time will be spent focusing on Song of Miriam as it is the more difficult of
the two both technically and creatively.

LESSON CLOSING (transition)

The lesson will end by warming down their voices with a lip trill. Lip trills are good for
developing consistent breath energy and are not as hard on the vocal cords.
 Reflect
This rehearsal went well and was affective. I think that immediately I had to make a change
because my students were sitting down while singing. I was not fully awake, so expecting
them to would not be affective. They needed to stand. I was expecting them to maybe have an
issue or two with the 12/8 section. However, when they began it, I stopped them so they could
speak through the words. For me personally, I can always improve on my pacing. I know that
will come with practice. I think this is one of the best times I have run a rehearsal. I need to
watch rehearsal time more, as we did not get to “Lift Mine Eyes”

Task IV Analysis of Focus Students – Case Study

Jordan is a junior at XYZ High School. She is one of the few students that I observe within
multiple different classroom settings, both a show choir and an introductory keyboard course. I
took an interest to her during one of my first experiences in the keyboard class. I was walking
around the room with my cooperating teacher and answering questions from other students at the
time. When my cooperating teacher greeted the student, she seemed very sad and detached from
what was going on around her. She barely responded which seemed very off-putting. Similar
interactions happened much more consistently as I came to the classroom.

Upon investigating further background information, I discovered that Jordan transferred

to XYZ High School from another high school in the area before her junior year of high school.
While her instructor did not know the reasoning, she does know that Jordan has divorced parents.
She knows that Jordan struggled a bit academically before transferring. According to her
classroom teacher, Jordan is very talented and has a nice voice. Since arriving at XYZ High
School, she had a friend try to attempt to take their own life. From an objective standpoint, this
year has had some different types of trials for her. I think that as a classroom educator, I should
take it upon myself to find ways to welcome transfer students and make them feel comfortable in
the classroom.
 According to Grais (2011), “The typical high school transfer student confronts many
challenges, the most common being feelings of isolation and loneliness…” Some of the key
emotions listed in the results of this study included upset, angry, frustrated, miserable, difficult,
and sad. For whatever reason, a student may need to leave a school, facing the unknown may
always be scary. When discussing challenges and academic support, Grais’s results are stated as
such, “In fact, all ten students were happy to be challenged academically and in a school with
teachers and staff who cared about their education while providing a supportive learning
environment”. (Grais, 2011)

I believe that the best course of action for this student is to provide them with a positive
and supporting classroom environment. A positive classroom environment is often based upon
the actions and intentions of the educator. The educator can choose how they interact and
connect with each individual student. Steele Royston’s (2017) findings were documented as
such:

“The behaviors students most wanted from their music teachers were the following: The
teacher should trust the students. The teacher should have a sense of humor. The teacher
should be friendly. The teacher should be enthusiastic about the subject. The teacher
should take personal interest in the students. The teacher should have high standards. The
teacher should be willing to listen to students’ ideas.” (Steele Royston, 2017)

Reading a study like this made me realize that there is nothing wrong with asking the student
how we as educators can support them. The teachers within the classroom make a large impact
on how the students perceive their school environment. If we interact in a positive manner, we
can develop trust and learn how to support our transfer students. “Showing students that you care
about them helps create a positive, supportive relationship and helps build an environment where
learning can take place.” (Steele Royston, 2017)

References

Grais, B. M. (2011). High School Transfer Student Transitions and Changes: Risk, Success,
Failure, and the Vital Role of the Counseling Curriculum" (dissertation). Retrieved from
https://ecommons.luc.edu/luc_diss/66
Steele Royston, N. (2017). Improving Music Teaching through Interpersonal Relationships.
Music Educators Journal, 103(4), 34–39. https://doi.org/10.1177/0027432117698023

Task V Reflection, Self-Evaluation, and Goals Achievements

I wholeheartedly enjoyed my field experience this semester. I feel that I have found my niche
with these students. I can easily talk to them, relate to them, and work with them. I primarily
worked in four different classroom settings. I worked in the advanced auditioned vocal group,
keyboarding class, individual lessons and show choir. My favorite by far was working with the
auditioned vocal group. Their tenacity and work ethic reminded me of why I want to teach music
in the first place. I also enjoyed a cultivating a professional relationship with my cooperating
teacher. Our personalities meshed very well together, and she is someone I would love to
continue to learn from.

One area I improved on immensely is my confidence level. Last semester, I struggled to

put together lesson plans. In my opinion, teaching something such as elementary music can
almost be more difficult. I feel that elementary has more pressure because you lay the musical
foundation of a student. I want to teach elementary at some point in my career. I think it would
push me to become a better, more well-rounded educator. Although being in a high school was a
lot of work, it was fun. I worked hard, yet I felt that I was truly making music with students who
wanted to be there. It felt like the music we made truly mattered. Being at my school filled me
with joy.

I spent a lot of the semester attending show choir rehearsals. My goal was to experience
extra-curricular groups as much as possible. If I work with a secondary choir, middle or high
school, there is a higher likelihood that I will oversee extra-curricular groups. I learned more
about administrative tasks by observing the ins-and-outs of show choir rehearsals than I ever
would have in a traditional setting. It gave me an insight on traveling with a group. The
curricular choirs have not traveled this year, so being with the show choir was a priceless
experience for me. I had an opportunity to observe all their hard work at a show choir concert. I
was so proud of how much they improved.
 I spent the most time with the auditioned vocal group within the regular school day. I
loved the joy and energy that they produce as a group and as individuals. I had the opportunity to
do both of my individual lessons with the groups. I led a warm-up and the women’s sectionals. I
feel that in the women’s sectional, my instinct kicked in right away. I was able to affectively
listen, diagnose issues, and find ways to improve them. It is coming so much easier than at the
beginning of this year. I always had at least one idea. I would constantly play a game in
rehearsals. Whenever my cooperating teacher stopped the group, I would attempt to guess why
she stopped them. It kept me on my toes when it came to observation. One way that I can
improve is coming with better questions to ask my cooperating teacher. I want to get as much
information as I can while I complete these experiences. Overall, I am proud of how far I have
come this year.

My goals for this experience were as follows:

Knowledge of Self as an Individual

Goal: During this experience, I will dedicate my time to being organized and feeling
overprepared for the lessons that I teach.

Reflection: I feel that this semester, I improved upon this goal. I took time to really think out and
process each individual lesson plan. I communicated with my cooperating teacher approximately
a week before each lesson took place. My planner was a useful tool to hold me accountable for
my actions and tasks. Due to my other studies, I did not always complete the lesson plans a
couple days in advance. This is something that can easily be approved upon. My goal for after
graduation is to always have lesson plans a week in advance, and unit plans a month in advance.
Having a steady curriculum will assist in organization.

Knowledge of the Learner

Goal: During this experience, I will pay special attention to the specific needs of each student as
an individual and as a group and adjust my lesson to their needs.

Reflection: This had to happen quite frequently. I constantly had to adjust my lessons based
upon how the students were reacting to them. For example, within my warm-up lesson plan, I
had to make comments about having a taller vowel space. I added to my lesson based upon the
necessity of the students. When I taught the girls’ sectional, we went back and spoke through the
12/8 section. This helped reinforce the students’ confidence within music they knew very well.
Overall, I feel that this semester my analysis of situations has improved greatly.

Knowledge of Content

Goal: During this experience, I will attempt to use aspects of several different music teaching
methods and use at least one method during my lessons.

Reflection: During my first lesson, I used multiple different methods without realizing it or
analyzing it. Within my methods courses, I have been taught to use Gordon’s approach
associated with Music Learning Theory in everything that I do. Now, I have begun to use these
different tactics without putting thought into it. I utilized components of the approach such as
audiation and sequencing. Those are different components of Gordon’s approach that I will use
nearly every time that I step on the podium.

Knowledge of Pedagogy

Goal: During this experience, I will become familiar with my cooperating teacher’s teaching
style, teaching philosophy, and classroom management techniques.

Reflection: I did a lot of watching and observing of my cooperating teacher. My cooperating

teacher always gives her announcements at the beginning of class. Sometimes, these last a long
time. I feel that it can be inefficient with rehearsal time. This is not a classroom management
technique that I would employ in my classroom. I do appreciate that she has very consistent
expectations in her classroom. Her students always know what to expect from her. She stands her
ground, which I admire.

Knowledge of Self as a Teacher and a Member of a Learning Community

Goal: During this experience, I will develop professional relationships with my cooperating
teacher, their administration, and other faculty.

Reflection: I had the opportunity to work with three different choir directors during my field
experiences. I worked with the choir director, assistant choir director, and one of the middle
school choir directors. A lot of professional bonding occurred outside the regular school day. I
got to ask a lot of questions during show choir rehearsals and during parent/teacher conferences.
Working with three different directors and establishing a good bond makes me feel confident that
I can always come back to them if I ever have questions.