Final Tws Student Teaching PDF

Student Teaching Experience
MUSIC Teacher Work Sample

Candidate Name: Abbigayle Quinn
Candidate Phone Number: (605) 252-8877
Candidate ID Number: A00234468
Cooperating School(s): O.M. Tiffany Elementary School &
Simmons Middle School
Subject/Content Area: Music
Grade Level(s): K-5, 6-8
Date Submitted: 04/24/2022
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 a 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: 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 use my personal tools to become consistently
reflective of myself and the environment around me. I will do this to create a habit of
being a reflective teacher.

Procedure: I will accomplish this goal by writing in my journal at least once per day
before I leave the school. I will also accomplish this goal by also taking notes on my iPad
as thoughts are provoked or events occur.
Evaluation: I will evaluate this goal by reviewing my notes and journals at the end of
this experience. I can then use these notes and scenarios for future reflection and ideas for
my classroom.
Knowledge of the Learner
Goal: During this experience, I will adjust the difficulty of my lessons based upon how
each student receives them.
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 become more familiar with and use
different music methods in my lesson plans. (Orff, Kodaly, Dalcroze, Gordon, etc.)
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 reflecting upon the lessons I teach within the
lesson plan document. I will also make note of what I enjoyed or did not enjoy/what
worked or did not work with those specific methods in lesson plans.
Knowledge of Pedagogy
Goal: During this experience, I will strive to evaluate the teaching philosophies and
classroom management strategies of my cooperating teachers.
Procedure: I will accomplish this goal by observing my cooperating teachers and asking
questions to gain knowledge on what they believe. I will also ask them for resources to
further my knowledge and abilities.
Evaluation: I will evaluate this goal with self-reflection of our discussions. I will look at
and think about how I perceive each of their strategies and notate those opinions in my
journals.
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. I will use said relationships to
gain advice, insight, and tips for future educational situations.
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 my 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. I will also use my journal
to record important information and interactions!
Task II Contextual Information
XYZ Middle School and ABC Elementary are located in a midsize town in the Midwest.
XYZ Middle School ranges from grades 6-8 and ABC Elementary ranges from grades K-5.
Within the XYZ School District, there are nine schools: one high school. 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 Middle School serves 547 students. The breakdown of the middle school’s
ethnic diversity is as follows: 72.03% White/Caucasian, 9.87% Hispanic, 8.41% American
Indian/Alaska Native, 4.75% Two or More Races, 3.29% Asian, 1.29% Black/African American,
and 0.37% Native Hawaiian/Pacific Islander. Of the 547 students being educated in the middle
school, 5.12% are classified as English Language Learners (ELL), 39.12% as Economically
Disadvantaged, 1.89% as Foster Care, 0.17% Homeless, 0.17% Migrant, 0.00% Military
Connected and 17.55% Students with Disabilities.

ABC Elementary School serves 324 students. The breakdown of the elementary school’s
ethnic diversity is as follows: 69.75% White/Caucasian, 10.19% Hispanic, 8.02% Two or More
Races, 4.63% American Indian/Alaska Native, 3.70% Asian, 3.09% Black/African American,
and 0.62% Native Hawaiian/Pacific Islander. Of the 324 students being educated in the
elementary school, 8.64% are classified as English Language Learners (ELL), 45.68% as
Economically Disadvantaged, 1.15% Foster Care, 0.00% Homeless, 1.15% Migrant, 0.58%
Military Connected and 16.67% Students with Disabilities.
The town that XYZ school district resides in a town with a population of 28,495 people,
the third-largest city population in the state. The ethnic demographic of the town is similar to
ABC Elementary and XYZ Middle School, with its largest ethnic group being Caucasian at
87.1%. The median household income of this city resides at $52,651, which is approximately
$15,000 less than the national average. 12.6% of the population lies below the poverty line,
which is 1.2% above the national average, according to the US Census website.
Task III Instructional Design and Implementation – Lesson Plans
Elementary Lesson #1
Common Lesson Plan Template
Music Education
Teacher Candidate Name: Abbigayle Quinn
Grade Level: 1st Grade

Subject: General Music
Date: 03/23/2022
PLANNING
STATE STANDARDS
1.MU.Pr.4.2.a With limited guidance, demonstrate knowledge of music concepts (such as

beat and melodic contour) in music from a variety of cultures selected for performance.
LEARNING/BEHAVIORAL OBJECTIVES
Students will be able to:
• Identify the difference between the macrobeat and microbeat

• Use physical actions (marching, “spider fingers”) to demonstrate the macrobeat and
microbeat
• Play a steady beat on hand drums
RATIONALE and PREASSESSMENT
According to South Dakota State Fine Arts Standard 1.MU.Pr.4.2.a, with limited guidance,
students should be able to demonstrate knowledge of music concepts (such as beat and
melodic contour) in music from a variety of cultures selected for performance. According to
the Gordon Institute of Music Learning, “Rhythm has three elements. They are macrobeats,
microbeats, and melodic rhythm. Macrobeats are those beats that one arbitrarily feels to be the
longest. Microbeats are shorter than macrobeats and are derived from the equal temporal
division of macrobeats. In most cases, macrobeats are divided into either two or three
microbeats of equal duration.” (GIML, 2022)
In this lesson, we will be using popular music that the students know to demonstrate a steady
beat and steady tempo. They will also be identifying and demonstrating the difference between
macrobeat and microbeat.
The Gordon Institute for Music Learning. (2022). Rhythm content learning sequence. GIML.
Retrieved from https://giml.org/mlt/lsa-rhythmcontent/
MATERIALS
Hand Drums
TECHNOLOGY
Youtube – Instructional Videos

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)
We will use the call and response song, “Hello There” to get students ready for the day and to
get them singing right away.
Hello, there! (Hello, there!)

How are you? (How are you?)
It’s so good… (It’s so good!)
…to see you! (To see you!)
We’ll sing and... (We’ll sing and…)
… be happy! (…be happy!)
That we’re all here together today!
TEACHING PROCEDURES
v Drum Oath (We are doing the drum oath at the beginning of class because their drums are
in front of their spots)
Ø “I will play a drum when I am told to…etc.”
v Beat Video
Ø Link: https://youtu.be/0kaX2l413p8
Ø Talks about how the beat is the heartbeat of music – Song along with consisting
tapping – Use spiderfingers
v Microbeat/Macrobeat
Ø Repeat After Me – “Microbeat is the little beat”, “Macrobeat is the big beat”
Ø Video: Can’t Stop the Feeling from Trolls
§ Link: https://youtu.be/oWgTqLCLE8k
v Repeat After Me – “This is a Drum” “It says tap tap”
Ø Demonstrate how not to play a drum/How to play (either on full hands or finger tips,
hard or soft, etc.)
Ø 15 seconds of free play on drums
v Steady Beat Play Along Video: Can’t Stop the Feeling from Trolls
Ø Link: https://youtu.be/5JM-VxbUcIE
LESSON CLOSING (transition)
The final item for this lesson is the Go Noodle Video for “Can’t Stop the Feeling” – Allow
students to dance get some energy out or sit and play their drum along (for free play) for
transition time.
v Link: https://youtu.be/KhfkYzUwYFk
Reflect
One thing I did not into account was the level that the students would be at. This was my first
lesson with the first-grade class. I realized quickly into the steady beat play along that they
were capable of more. It caused some of the students to get a little distracted and even start to
get bored. So, that is where I had to modify and consistently switch up the actions we were
doing during the steady beat. We played the drums, then removed them, etc. It took a lot of
changing directions to keep them interested!
Music Education
Grade Level: 4th Grade
Date: 03/24/22
PLANNING
STATE STANDARDS
4.MU.Pr.4.2.a Demonstrate understanding of the structure and the elements of music (such as
rhythm, pitch, and form) in music selected for performance.
• Identify the difference between lengths of different notes

• Perform rhythms using basketballs and their physical bodies
According to South Dakota State Fine Arts Standard 4.MU.Pr.4.2.a, students must be able to
demonstrate understanding of the structure and the elements of music (such as rhythm, pitch,
and form) in music selected for performance.
In this lesson, students will be learning different types of rhythmic patterns and applying it to a
physical activity. They will demonstrate their understanding through performing rhythms by
bouncing a basketball to an accompaniment video.
MATERIALS
- Basketballs
TECHNOLOGY
- Cleverboard – Projection
- Youtube Videos
ACCOMMODATIONS
Some of the different modifications include that some of the fourth-grade students may
struggle to bounce a basketball. They either may not have ever done it before or never had
practice doing it. They also may not be natural athletes. Knowing this, it will be important to
give tips and hints on how to make bouncing a basketball easier. Also, I may have to modify
some of the movements to make it easier as well. I want the students to feel successful,
especially if they can accomplish playing the correct beat.

Implementation
We will watch the “Rhythm Café” – three minute video using food names as different
rhythms.
Link: https://www.youtube.com/watch?v=3Uvv4PU0lSs
TEACHING PROCEDURES
1. Explain notes and rhythms in video – length and count measures of those notes
together in class
a. Whole – Half – Quarter – Eighth – Sixteenth
b. Have the students pat in their laps
2. Basketball Oath
a. We are not “shooting hoops”
b. We will only bounce the balls when told to do so
c. We will make safe choices around our neighbors
3. Instruct actions for rhythms
a. Eighth notes – pass basketball back and forth between hands or dribble close to
the ground, depending on the abilities of the class.
b. Quarter note – bounce on beat
c. Half notes - bounce catch
d. Whole note – big bounce (1 2), catch (3) hold (4)
4. Flip between these three videos:
a. Natural by Imagine Dragons: https://youtu.be/bYJ_hvyg9mw
b. I Want You Back by Jackson 5: https://youtu.be/b2pHiAImxGg
c. Rolling in the Deep by Adele: https://youtu.be/-sKqyIjPOcc
At the end of the lesson, I will ask the students as an exit ticket, to tell me the lengths of notes
in 4/4 time. So for example, I will ask them what the length of a whole note is.
Reflect
In the future, I will have to make sure that I better prepare myself for the technology in the
room around me. I didn’t consider the sensitivity of the sound system of the room. The
basketballs were louder than expected. If the environment is too loud, the sound system will
cut out. In the future, a lesson like this would be better executed in a gym.
Music Education
Grade Level: Kindergarten
Date: 03/28/22
PLANNING
STATE STANDARDS
K.MU.Cr.1.1a With guidance, introduce, explore, and experience musical concepts using a
variety of music; i.e. beat and melodic contour.
• Define “composer” as an individual who writes music

• Connect outside concepts such as weather to music and musical movement
• Explore movement through music using hand scarves
According to South Dakota State Fine Arts Standard K.MU.Cr.1.1a, with guidance, we should
introduce, and allow our students to explore, and experience musical concepts using a variety of
music; i.e. beat and melodic contour.
In this lesson, the students will be exploring the idea of feeling music throughout the body. They
will also be listening to a classical music piece that most of them probably have not experienced
before. Moving with the scarves will allow students to begin to feel the concept of beat and
rhythm.
MATERIALS
- Scarves
- Viola
- Ukulele
TECHNOLOGY
- Cleverboard – Projection
- Youtube Videos
ACCOMMODATIONS
One of the accommodations that will have to be made includes one of the kindergarten
students with autism. This student does not freely adapt to different colors of scarves. Having
a color of their choice makes them feel much safer and more comfortable. So, I will have to
intentionally give them the color of their choice, “on accident”. This will encourage this
student to participate and stay engaged.

Implementation
We will sing our welcome song, “Hello There” for three verses:
1. Regular
2. Silly Voices
3. Quicker tempo
TEACHING PROCEDURES
5. Watch, “Mickey Mouse – Springtime Cartoon” (3.5 minutes)

a. This begins the conversation of composers writing music about weather and
seasons. I also think it’s a good brain break/transition activity.
6. Discuss Word of the Day, Composer, Seasons, Vivaldi Slides
a. Composer – someone who writes music
b. Vivaldi – birth and death dates, location
c. String Family – Violin, Viola, Cello, Bass
i. Demonstrate
7. Listen to a section of first movement of “Spring” by Vivaldi
a. Give prompts to imagine springtime (1st listen slide)
b. Give prompts to talk about using violins to sound like birds (2nd Listen Slide)
8. Scarf Introduction Video : https://youtu.be/f19XoTgFozE
a. “Are there boy colors and girl colors?” “Are all colors for all children?”
b. Hand out scarves
9. Spring by Vivaldi Scarf Movement Video : https://youtu.be/9-Cv_roRgMo
If there is extra time, allow the students to experiment more with scarves and an extra scarf
video! Also make sure to readdress the word of the day, “composer”, while students are in
line!
Reflect
I realize that next time, I would be better off having someone else give a demonstration of
string instruments, or I should be better prepared myself. I want all the students to have a good
first experience with new and exciting musical instruments. So, it is important to me that I
become the best that I can for my students.
Secondary Lesson Plan #1
Music Education
Grade Level: 7th/8th Grade
Subject: Choir
Date: 01/18/21
PLANNING
STATE STANDARDS
-6-8.MUg.Pr.4.2.b Read and identify standard symbols for rhythm, pitch articulation,
dynamics, tempo, and form
• Learn how to stretch to release tension in their bodies before singing

• Use warmups and vocal pieces to sing parts independently of one another.
• Sing notes with their corresponding solfege syllables and Curwen hand signs.
According to the Kodaly Method, “Solfège is the best tool for developing the inner ear… It is
an invaluable aid in building all musical skills.” In this lesson, we will be introducing solfege
hand signs and syllables to the class on different warm-ups that they are comfortable with.
This way we can begin the association of pitches to different notes and begin to make those
connections in the students’ brains.
According to standard 6-8.MUg.Pr.4.2.b, Students must be able to read and identify standard
symbols for rhythm, pitch, dynamics, tempo and form. In this lesson, students will be reading
and sight-reading different sheets of music and discussing different elements within that music.
They will also be self- evaluating their own performance of those individual elements.
MATERIALS
- Sheet Music for Homeward Bound & Secret for the Mad
- Piano
- Projector/Computer
TECHNOLOGY
Youtube, for watching the music video that goes along with piece, “Secret for the Mad”.
ACCOMMODATIONS
There are a lot of students in these classes who have a hard time focusing and remaining
focused. I need to be able to read the class and tell when best to switch to different activities.

Implementation
We will begin class with stretching. (Bending down, arms, shoulder muscles, neck, face and
jaw). This will be to relieve the tension. While stretching we will go through different
expectations and schedule for the class period – listed on the classroom white board.
TEACHING PROCEDURES
- Warm-Ups:
1. Sirens
2. Lip Bubbles – 1-5-1
3. 5 Note Scale on Vowels – With Curwen Hand Signs
4. Descending Scales
5. I Love to Sing
- One Bottle of Pop (Independent Singing Activity)
- Homeward Bound:
o Singing Parts In Unison (Unison, Part one, part 2)
o Dividing Parts (One side sings one part, One side sings another, switch)
o Work on Independence (every other person)
We will watch the video, “Secret for the Mad”, by Dodie, on YouTube. This will begin a
discussion about the song and it’s meaning. It will introduce the piece for the next period.
Reflect
In the future, I need to practice my own lessons more until I get much more comfortable in
front of a class. I also need to work on stepping away from the piano as well. Using solfege is
a great tool and seems to work well with tonal memory. Singing less with the students is also
something that I need to work on. I have started to wonder if that comes more from my own
insecurities than the students’ insecurities.
Music Education
Grade Level: 7th/8th Grade
Subject: Small Group Choir
Date: 01/19/22
PLANNING
STATE STANDARDS
6-8.MUg.Pr.4.2.b Read and identify standard symbols for rhythm, pitch articulation,
dynamics, tempo, and form.
• Identify the staff and two different music clefs.

• Identify different note names with in both the treble clef and bass clef.
• Write notes on the staff corresponding to their note name.
According to South Dakota State Fine Arts Standard 6-8.MUg.Pr.4.2.b, students must be able
to read and identify standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.
In this lesson, we will begin the introduction of different music concepts, specifically reading
musical notation on a staff. One of the main purposes of using these workbooks is to ensure that
the students can identify different symbols and concepts. This will help to prepare the students
for music at the next level, whatever that may be for each individual student. This will also assist
in singing in an ensemble.
MATERIALS
- Easy Music Theory for Middle School Workbooks

- Student Chromebooks
- Stands/Pencils
TECHNOLOGY
Projector, Google Slides, Chromebooks
ACCOMMODATIONS
Some of the students may need extra time to ask individual questions on these concepts. Some
students in the class struggle with quick comprehension of different subject matters. The
structure of this lesson plan allows for modification on the amount of time needed for
workbooks and questions.

Implementation
We will begin this lesson by handing out workbooks and explaining the purpose of workbooks
on small group days! The goal is to get the students to start reading musical notation and
musical concepts.
TEACHING PROCEDURES
v Review the pre-assessment taken, and what the class as whole needs to work on!
Ø Note Identification
Ø Time signatures and the value of different types of notes.
Ø Identifying different markings & terms
v Go through first three pages of workbook and concepts
Ø Staff
Ø Clefs: Treble and Bass
Ø Lines and Spaces (Notes): Treble and Bass
Ø Ledger Lines
v Give allotted time for completion of workbook pages in class – allow time for group
questions and individual questions.
I have two options for lesson review, based upon time in the class period. If the students finish
quickly, we have the option to complete one of these as a class. If they do not finish quickly,
either will be moved to the next class period:
- Kahoot! Based upon note identification

- Note Identification Game – MusicTheory.Net
Analyze
PRE/POST ASSESSMENT or EVALUATION
Before this lesson plan, students were given a music theory pre-assessment on a Google Form.
This pre-assessment was based upon the concepts in the music theory workbook
(See Section IV. SLO)
Reflect
In this lesson, I really learned who quickly understood concepts through practicing, and who
needed extra work and concepts. I realized that it is very important to keep the class moving at
the same pace in the workbooks, so that no person falls extremely behind. However, there are
some students who already moved at a quicker pace than others. I think that it should be my
goal to have the opportunity to provide extra supplementary materials to those who may desire
it.
Music Education
Grade Level: 6th Grade
Date: 02/07/22
PLANNING
STATE STANDARDS
6-8g.MU.Pr.6.1.a Perform the music with technical accuracy and expression to convey the
composer's intent.
• Perform as an ensemble
• Identify the macrobeat and microbeat
• Identify 2 different musical terms for tempo and dynamics.
According to According to the Gordon Institute of Music Learning, “Rhythm has three
elements. They are macrobeats, microbeats, and melodic rhythm. Macrobeats are those beats
that one arbitrarily feels to be the longest. Microbeats are shorter than macrobeats and are
derived from the equal temporal division of macrobeats. In most cases, macrobeats are divided
into either two or three microbeats of equal duration.” (GIML, 2022) According to South
Dakota State Fine Arts Standard 6-8g.MU.Pr.6.1.a, students should be able to perform music
with technical accuracy and expression to convey the composer's intent.
In this lesson, the students will be identifying the macrobeat and microbeat in order to correctly
sequence their learning for more advance body percussion rhythms. In this lesson the students
will be performing the body percussion as a class ensemble, in order to accurately convey
rhythms of the original composition.
The Gordon Institute for Music Learning. (2022). Rhythm content learning sequence. GIML. Retrieved
from https://giml.org/mlt/lsa-rhythmcontent/
MATERIALS
N/A
TECHNOLOGY
Projector, Google Slides, Youtube
ACCOMMODATIONS
One of the major modifications for this lesson was ensuring the needs of visual learners were
met. For that reason, I made sure to always have visual aids of the rhythmic patterns on the
board. Whether we were learning or performing as a group, the students had the consistent aid
of the visuals.

Implementation
This lesson will begin with the introduction of In the Hall of the Mountain King, the students
will watch these videos:
Orchestra: https://youtu.be/4nMUr8Rt2AI
Line Rider: https://youtu.be/RIz3klPET3o

TEACHING PROCEDURES
1. Discuss Terminology for the Day

a. macrobeat, microbeat, crescendo, accelerando
2. Find the macrobeat and microbeat

a. Play the Orchestra video and have students follow me
b. Macrobeat in feet, microbeat in hands – apart and together – adjust based upon
the tempo
3. Learn the body percussion parts through sequencing. The body percussion is broken
down into a form. A – B – A2 – C. Start off by having the students tap and count the
rhythm for each section.
a. Learn in this order – A Section, B Section, A + B Section, A2 Section, C
Section, A2 + C Section, A + B + A2 + C
4. Perform the body percussion all together.

a. Youtube has the capability to adjust speed of the videos without disrupting the
quality of the audio.
b. Start at 0.5x Speed, and slowly increase based upon comprehension.
Watch the video this lesson was based upon. This lesson was based upon the performance of a
body percussion group.
Body Avlaia Group: https://youtu.be/lk75qDst8wE
Exit Ticket Questions:
1. What is the term for “big beat”?

2. What is the term for “small beat”?
3. What is the term for “increase speed”?
4. What is the term for “increase volume or get louder”?
Reflect
One thing I realized is that some classes caught onto this lesson quicker than others. It really
depended on who easily caught on to rhythms and patterns. I found that this lesson was great
for some of the students who really enjoy tactile learning. I found students were engaged that
had not been very engaged previously. I also found that this body percussion was challenging
for some, so I had to modify quite a bit.
Task IV Student Learning Objective (SLO) and Analysis
Pre-Assessment:
When deciding upon subject matter for completing my SLO, I decided to utilize the small
group choir classes from my secondary placement. Small group choir is made up of two different
sections: one section of 7th grade students, and one sections of 8th grade students. These students
are in small group choir because they are not registered for band or orchestra. So, most of these
students have not taken individual lessons on an instrument within the public school system.
One of the disadvantages to not playing an instrument is that these students may not
consistently spend as much time practicing music terminology or reading music notation. One of
the goals of middle school choir is to begin preparations for participating in upper-level high
school choral ensembles. A common expectation of upper-level ensembles is that students
understand how to read musical notation and understand basic music terminology. Students are
generally more successful if they have a foundation in music theory. So, my cooperating teacher
and I decided to do a unit in small group choir on music theory. We utilized the workbook Easy
Music Theory for Middle School by Veronica Harper.
The two South Dakota State Fine Arts Standards that I based lesson learning objectives
upon were 6-8.MUg.Pr.4.2.b Read and identify standard symbols for rhythm, pitch articulation,
dynamics, tempo, and form and 6-8.MUe.Pr.4.2.b When analyzing selected music, sight- read in
treble or bass clef simple rhythmic, melodic, and/or harmonic notation. I based my pre-
assessment on these standards and concepts covered in the workbook, because my intentions
were to understand the level of music theory knowledge that each student possessed before
beginning the unit. I modeled my assessment questions based upon questions in the review
sections of the workbook.
The pre-assessment and post-assessment were given to 23 students. I decided that my
best plan would be to teach the exact same lessons to both sections of the course, so I could get
the most accurate results possible. The total scoring of both classes is displayed above. Out of 47
points, the class average was 18.43 or ~39%. The class median was 16.5 out of 47 points, or
~35%. The range is from 3 – 40 points correct. The range states demonstrates that there are some
students with a musical background and some with very little whatsoever.
These results will be used to determine what areas of music theory studied upon in the
textbook will need the absolute most attention. So, for example, those specific areas will occupy
more instruction time over the course of the unit. Utilizing in-class supplemental activities
outside of the workbook will be efficient. Overall, my learning goal and objectives are reflective
of the standards. Most importantly, I want students to be able to read and identify standardized
music symbols and terminology.
Post-Assessment:
Overall, when looking at the results of the individual questions, I determined that there
were major areas that needed improvement throughout the course of the unit. For example, in my
secondary lesson based upon this unit (see section III, lesson #, 1/19/22) , I demonstrate how the
results of this test were used to formulate topics discussed in class. One of the largest areas of
improvement needed included note name identification based upon viewing of a score. So,
within the lesson itself, I was able to instruct upon how to read a score, staff and the difference
between the treble and bass clef. We also discussed different tools in which students could easily
recognize the note names on a staff. Using pneumonic devices proved to be very efficient with
these students.
In the future, instructionally, I need to provide more supplemental activities to help the
students learn and retain information. I felt that after completing workbook pages, we were
consistently reviewing and not retaining the subjects taught within the previous class periods.
Providing more opportunities for scaffolding would have directly impacted the final assessment.
In my results for the post-assessment, the following scores were shown above. The
average class score was 31.22/47, or ~66%. That is approximately a 27% increase in average
score amongst the class. The final class median score was 33/47, or ~70%. The overall class
median score increased by 35%. The range also was changed, with a range of 8-48.
I believe that many of the students within the class significantly made progress towards
the learning goal and objectives derived from the standards. What really showed the growth was
the increase in the median score. It can be demonstrated by the statistical analysis. There are
some students who did not progress as much as hoped. One of the largest factors that impacted
the results of this assessment was the format of the assessment itself. In the future, for my own
sake and for the sake of accurate results, I need to provide an assessment that is simply multiple-
choice. There were questions that included “fill-in-the-blank” options. Some of which students
simply put, “I don’t know” as answer. That caused me to directly question the amount of effort
placed into answering the questions correctly. Overall, I am proud of these students and what
they have accomplished. I think this was a wonderful learning experience and I am thankful to
have completed a project such as this.

Pre-Assessment/Post-Assessment Used:
1. Write the solfege syllables in order! • There are two beats in each measure.
• There are four beats in each measure.
2. In 6/8 time signature, what note value gets
• The quarter note gets the beat.
the beat?
• The half note gets the beat
• Sixteenth note • The eighth note gets the beat.
• Eighth note
9. What type of rest is this?
• Quarter note
• Half note
3. Match the definition to the term: to
gradually get faster
• Allegretto
• Vivace • Whole rest
• Presto • Quarter rest
• Accelerando • Eighth rest
4. What clef is this? • Half rest
10. How many beats does a whole note
USUALLY get? (in 4/4 time)
11. Common Time is another name for what
time signature?
5. Name these notes, from left to right!
• 2/4
• 6/8
• 3/4
• 4/4
6. What is the term for extra lines above or 12. What does the dynamic marking, “forte”
below the staff? mean?
• Staff lines • soft

• Added lines • medium loud
• Ledger lines • medium soft
• Extra lines • loud
7. What is the name of a bar line that shows

you are at the end of a piece? 13. What does it mean to decrescendo?
8. Check the correct answers: Which of the 14. Is the line below the two notes a tie or a
following are correct about 4/4 time? (Hint: slur?
there is more than one correct answer!)
• Occasional
20. What is the marking below called?
• Tie
• Slur
15. True or False? Four sixteenth notes 21. Name the scale in which every note is a
equal a half note. half-step apart
16. Which of the following tempo markings • Major
is the SLOWEST?
• Octatonic
• Moderato • Minor
• Adagio • Chromatic
• Allegro 22. Name the notes that are flat in this key
• Presto signature!
17. What is this sign called?
Answer the following questions about the

example below!
18. What does a sharp do?
• Raises the pitch by a half step

• Raises the pitch by a whole step
24. Time Signature: How many beats are per
• Lowers the pitch by a half step
measure? What note gets the beat?
• Lowers the pitch by a whole step 25. Key Signature: In this key signature,
19. What is the term for a sharp or flat not in what notes are sharps?
the key signature? 26. Write the notes names, left to right.
• Accidental
• Optional
Task V Analysis of Focus Students – Case Studies
Elementary
Elijah is a five-year-old kindergarten student at ABC Elementary School. He first caught
my eye at the beginning of my field placement. I noticed that he had a very outspoken
personality and struggled to stand still in lines with his other classmates. When he would stand in
line outside of the music classroom, usually attention would be placed redirecting his actions. In
conversation with him, I noticed that there was something different about his social skills. He
would pick on kids in front or behind of them and has occasionally made them cry.
Upon further investigation, I learned that Elijah has been diagnosed with autism. His
parents are divorced, and my cooperating teacher has only seen his mother in the school. Elijah’s
father is originally from Aberdeen and his mother is from Algeria and speaks multiple languages.
He also has one younger brother. Earlier in the year, his younger brother was acting out at the
school while there for conferences and pulled the fire alarm. It causes me to question the
potential stability of his home life. Having divorced parents from a young age can be very
difficult for a child.
There are other observations that have been made by myself and my cooperating teacher
as well. Elijah has specific wants that are a necessity to him and his composure in the classroom.
For example, he loves red and must sit on a red-carpet dot in the music classroom. He must be
second in line. When these wants are not met, he becomes very irate, agitated, and will act out
aggressively. He does not do well in any sort of power struggle situation. He has kicked music
equipment and even pushed a button that calls emergency services.

I have not seen him much in the music classroom, because he often gets pulled from class
for behavioral reasons. There have been times even in the music classroom where the principal
will have to remove him. However, when he is “on” or engaged, he does very well in the music
classroom. For example, when given explicit instructions while in a better mood, he will be one
of the most well-behaved students in the classroom. He does well when he can participate
actively and does not get overstimulated.
Through observations and conversations with other educators, I was able to determine
that Elijah would be best helped in the classroom by ensuring that he is actively engaged and
excited about the classwork. There is a high likelihood that this thought process will benefit other
students in the classroom as well. While reading a couple different articles, I was able to discover
a few different ideas to brave this task. For example, according to NAfME member Amalia Allan
(2021), “Since students with ASD have sensory sensitivities and music is multisensory in nature,
I like to approach lesson adaptations based on sensory needs.” From observation, Elijah does
well when he can be physically active and address his needs for tactile stimulation. So, having
physical manipulatives or physical objects that he can use during the lesson could be very
beneficial. In the article by Hourigan and Hammel (2017), they state,
“Once we grasp the unique cognitive processes of a student with autism, it becomes
easier to find content and provide a learning environment that is appropriate for them.
The added benefit is that students can be more engaged and find meaning in music…
Allowing students to pursue some of their own interests can also increase potential
engagement for students with ASD (and all students).” (p. 26)
So, for example, Elijah really enjoys the video game character Sonic. It would be very easy to
implement some sort of rhythm or movement activity utilizing music from the things that he
enjoys.
I personally see so much potential in Elijah. There have been observed moments in which
he has the utmost capability to thrive in the typical music classroom environment. Finding ways
in which to give him structure, safety, and freedom to explore musically, could be the key to his
success. I believe that with the correct approach and correct classroom structure, he will be able
to succeed greatly in the future.
Works Cited
Allan, A. (2021, July 13). Understanding and teaching students with autism in music education
settings. NAfME. Retrieved from https://nafme.org/understanding-and-teaching-students-
with-autism-in-music-education-settings/
Hourigan, R. M., & Hammel, A. M. (2017). Understanding the mind of a student with autism in
music class. Music Educators Journal, 104(2), 21–26.
https://doi.org/10.1177/0027432117732386
Secondary
Peyton is a 12-year-old female in the seventh grade. I took an interest to her immediately
as she constantly presents with a negative attitude towards the classroom environment. My first
interaction with Peyton occurred before my student teaching experience. I was asked by my
current cooperating teacher to assist with middle school show choir auditions. During Peyton’s
audition slot, multiple different things occurred. First, one of the requirements of the audition
was that students would complete them individually. She refused to do so. When told that she
needed to complete the audition like everyone else, she broke down and began to cry until she
finally completed her audition alongside of her friends. Throughout the rest of my student
teaching experience, I have noticed that she complains often and speaks with a whiny tone and
negative attitude.
While gaining more background information, I found out that she seems to have a very
comparable life to most of her classmates. Her parents are married, and she is the third of four
children. Her family’s socio-economic status falls in the range of upper middle class. Both of her
parents have degrees from universities and have individual careers. Academically, she does well
in school, with grades being mainly A’s and B’s. Despite this, she has been sent to the office by
multiple teachers for drama, gossiping, excuse making, etc. Observations from other teachers
demonstrate that she struggles emotionally and insecure and doesn’t handle responsibilities or
consequences well. Her friend group demonstrates very toxic traits of treating each other with
large amounts of disrespect. For example, I observed girls within Peyton’s friend group calling
each other “stupid” or “trash”, trying to be funny. She has been even sent out of class for
disrespectful behavior.
I believe that the best option for Peyton is to find ways to consistently encourage positive
attitudes in and out of the classroom. An underlying social emotional learning protocol might be
necessary to help steer Peyton and her friends in a positive direction. However, the most
effective method that I can use is to focus entirely on my classroom management skills. I
learned so much about adolescent emotions by rereading part of a book I utilized in one of my
earlier courses, Growing Musicians – Teaching Music in Middle School and Beyond by Bridget
Sweet. According to Sweet (2016), “Most commonly, adolescent emotions are either expressed
through tears or an emotional explosion, usually taken out on someone who has nothing to do
with the situation at hand. As music teachers, our work with students for three or four
consecutive years provides us with wonderful opportunities to build close, trusting relationships
individual students.” (p.10)
Focusing on my own classroom management strategies is entirely necessary to provide
opportunities for success. I need to remember to have patience and seek opportunities for
growth! I would set expectations for a safe classroom environment that doesn’t allow for toxic
behaviors and work on building a trusting relationship with a student like Peyton. That would
hopefully minimize opportunities for misbehavior and allow for more emotional growth and
development in the future.
Works Cited
Sweet, B. (2016). Growing musicians: Teaching music in middle school and beyond. Oxford
University Press.
Task VI Reflection, Self-Evaluation, and Goals Achievements
I enjoyed my semester student teaching so much. There was so much to learn and gain
from both of my cooperating teachers. I really enjoyed switching placements throughout the
semester. Learning from more than one cooperating teacher has been an invaluable part of my
education. I have learned that it is so important to learn from as many wonderful educators as
possible. They all have something to offer. Many educators that I have met want the educators of
the future to succeed. I believe that this semester has been my best according to development of
professional relationships.
My first placement was full of experiences! Being at the middle school level, I learned so
much about the personality of the students that I was working with. Middle school is such an
interesting time for most of the students, but I loved making connections with so many of them. I
think that one of the best parts of my experience was getting the opportunity to be a part of the
show choir community! I traveled to as many different competitions as I could throughout the
season. I got to see so many competition days from start to finish, which gave me a wonderful
oversight of the show choir world. I also enjoyed attending the ACDA Mid-Winter Conference
for professional development with my cooperating teacher. I found that this was a time where I
got to make connections with future colleagues as well as learn from the presenter as well! It was
a time in my semester where I learned so much about my own capabilities. My cooperating
teacher got sick at one point and lost a family member at another point in the semester. I learned
so much about my own capabilities by taking over and substitute teaching for her in those
occasions.
I have learned that I absolutely love teaching elementary students. This was a part of my
semester that really did shock me! I didn’t think that I would fall in love with teaching
elementary so much. I love how their minds work. Most of them are so open-minded and caring.
They are happy to see you when you walk in the door. I think that having an elementary job in
the future would be a wonderful fit for me. They make me smile and truly make my heart
extremely happy. I enjoy that I have been able to see the entire process of doing a concert from
the beginning. My cooperating teacher is extremely organized in that sense, and I have learned
so much from that experience alone.
There were parts of the semester in which I did struggle. I learned that sometimes I can
easily burn myself out. I think that in the future, it is a goal to be more aware of circumstances
and situations where that may occur. I also think that there are cases where I need to learn that
discipline can be more important than motivation. My quote of the semester is one I received
from my elementary cooperating teacher, “You can’t fill anyone else’s cup unless you fill your
own.” That is a quote I will take with me for the rest of my life.
My goals for this experience were as follows:
Knowledge of Self as an Individual
Goal: During this experience, I will use my personal tools to become consistently reflective of
myself and the environment around me. I will do this to create a habit of being a reflective
teacher.
Reflection: I feel that this semester, I improved upon this goal. I spent much more time
reflecting in cohorts with my cooperating teacher as well as with myself. I felt that at the
beginning of the semester, I was a lot more motived to keep the habit of writing in a journal
every single day. I have learned through this process that keeping and maintaining healthy habits
for the growth of my profession is extremely important and will only help me to grow as an
individual. I now know that I need to find a system that works for me in terms of being a
reflective teacher. There are so many different formats to being reflective and my new goal is to
find one in which I can be extremely successful. I found that I was much more successful in
taking notes of what I enjoyed and what I found to be useful in the classroom.
Knowledge of the Learner
Goal: During this experience, I will adjust the difficulty of my lessons based upon how each
student receives them.
Reflection: This is the goal that I feel the most successful about. There were many times in
which I started to realize, especially in my elementary experience, that lessons were not being
perceived as I thought they should. I felt that this is where my growth as an educator really has
shown. For example, there was a lesson in which I taught basic rhythms to first grade students.
One section caught on extremely fast. They were able to consistently read and play new rhythm
patterns in front of them. However, I noticed that the next period struggled more. I utilized that
opportunity to spend more time re-teaching and utilizing sequencing and scaffolding. Learning to
modify is becoming easier.
Knowledge of Content
Goal: During this experience, I will attempt to become more familiar with and use different
music methods in my lesson plans. (Orff, Kodaly, Dalcroze, Gordon, etc.)
Reflection: I found that this semester, I found myself combining different elements of different
music methods constantly. Within my methods courses, I have been taught to use Gordon’s
approach associated with Music Learning Theory. I believe that while I feel comfortable in
Gordon’s approach, I have started to expand my horizons into different music methods,
especially Orff and Kodaly. One of the biggest components that I constantly addressed this
semester was the approach of teaching rhythm by Gordon. I was consistently utilizing macrobeat
and microbeat to better assist the students in the classroom.
Knowledge of Pedagogy
Goal: During this experience, I will strive to evaluate the teaching philosophies and classroom
management strategies of my cooperating teachers.
Reflection: This semester, I learned so much working with different age groups daily. There are
so many characteristics of each age group that define the different teaching philosophies and
classroom management strategies utilized. I found that one of the most important philosophies
that I learned from both my cooperating teachers was about truly caring for the emotional needs
of each of your students and catering to that. After all, what I have learned is that our students
are humans first, students second. It gave me a large perspective change on how I view education
as a whole.
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. I will use said relationships to gain advice,
insight, and tips for future educational situations.
Reflection: I feel that I made so many wonderful connections throughout this semester. I feel
honored that I had very wonderful cooperating teachers who both were able to show me so many
different perspectives on being an educator. I also enjoyed that within my secondary experience,
I was surrounded by more than one music educator. They all have different tactics and strengths
that I was able to take the time and really learn from. I also feel that the administration I worked
with was wonderful. I spent a lot of time developing professional relationships. One of the best
things that I did this semester was conducting an interview with my elementary cooperating
teacher. I learned so much about the profession from sitting down and having a conversation
with her and asking questions!

Final Tws Student Teaching PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Tws Student Teaching PDF

Uploaded by

Copyright:

Available Formats

Student Teaching Experience

MUSIC Teacher Work Sample

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

Electronic Signature: Abbigayle Quinn (electronic submission)

Task I Professional Goal Setting

Knowledge of Self as an Individual

being a reflective teacher.

as thoughts are provoked or events occur.

Knowledge of the Learner

each student receives them.

while performing activities such as Learning Sequence activities.

based on the assessments that I am making.

classroom management strategies of my cooperating teachers.

further my knowledge and abilities.

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

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

gain advice, insight, and tips for future educational situations.

demonstrating professional behaviors in the workspace, such as dressing appropriately,

conversations with the teachers and administration.

to record important information and interactions!

Task II Contextual Information

town. There are also two smaller private school districts.

achievement, diverse educational opportunities, and community involvement in a safe

ethnic diversity is as follows: 72.03% White/Caucasian, 9.87% Hispanic, 8.41% American

Connected and 17.55% Students with Disabilities.

Military Connected and 16.67% Students with Disabilities.

Task III Instructional Design and Implementation – Lesson Plans

Common Lesson Plan Template

Grade Level: 1st Grade

1.MU.Pr.4.2.a With limited guidance, demonstrate knowledge of music concepts (such as

Students will be able to:

• Identify the difference between the macrobeat and microbeat

Youtube – Instructional Videos

- M: Make safe and kind choices.

LESSON OPENING (hook)

Hello, there! (Hello, there!)

Common Lesson Plan Template

Grade Level: 4th Grade

Subject: General Music

Students will be able to:

• Identify the difference between lengths of different notes

- M: Make safe and kind choices.

LESSON OPENING (hook)

Common Lesson Plan Template

Grade Level: Kindergarten

Subject: General Music

Students will be able to:

• Define “composer” as an individual who writes music

- M: Make safe and kind choices.

LESSON OPENING (hook)

5. Watch, “Mickey Mouse – Springtime Cartoon” (3.5 minutes)

Common Lesson Plan Template

Grade Level: 7th/8th Grade

Students will be able to:

• Learn how to stretch to release tension in their bodies before singing

- M: Make safe and kind choices.

LESSON OPENING (hook)

Secondary Lesson Plan #2

Common Lesson Plan Template

Grade Level: 7th/8th Grade

Subject: Small Group Choir

Students will be able to:

• Identify the staff and two different music clefs.