Music Education Capstone

edTPA: 7 -12 Band

Focus Unit: Key Signatures

By. Morgan White
Context

Overview of Students: 44 students

17 of these individuals are males

27 of them are females.

● 3 students total within the class who have an IEP or 504 plan in place for their education.
○ 3 students who require extended time,
○ 3 students who require assignments to be read aloud
○ 1 student who requires guided notes.

Other exceptionalities/specialties:

Students who can play multiple instruments, from low brass to high brass to percussion. There are also a
large number of the students who participate in multiple different performing ensembles within the high
school. Many students are participating or have participated in the school’s hand bell choir, and their chorus.
Alignment of Objectives
Ohio State Music Standards
5PR Notate concert pitch major scales (i.e., Band C, F, Bb, Eb, Ab; Strings: A,
D, G, C, F).
3CE Identify intervals and concert pitches in major and natural minor
scales.
6CE Identify modality aurally and visually
5CE Aurally and visually identify the tonality of a given work in relation to
intervals, scales, primary and secondary chords and key relationships.
Learning Objective(s)
Students will be able to describe the whole step/half step pattern used to find altered
pitches within a key signature.
The students will be able to describe whole steps/half steps.
Students will be able to notate scales in Sharp Keys.
Students will be able to identify Sharp Major Keys
Students will be able to identify Flat Major Key Signatures.
Students will be able to identify Sharp and Flat Key Signatures.
The students will be able to identify pitches within a major scale
Students will be able to identify Sharp Key Signatures visually using context clues
within each piece.
Students will be able to use context clues to determine keys in music.
Students will be able to use context clues to help identify alternating keys in a piece of
music.
Teaching Video Clip
Analysis of Student Performance

● The class started the unit pre-test with an overall

average of 24%, the majority of the students did
not reach the target mastery score of 80% or
better.

● The class ended the post-test with an average

score of 73% with an overall gain score of 40%.
Analysis of Student Performance (cont.)

Focus Students

Focus Student 1: Kat B (Below Average Learner) began the unit of instruction with a mastery
score of 26% and ended the unit of instruction with a mastery score of 66%, this student
demonstrated an overall gain score of 40%. This student did not show mastery of the unit.

Focus Student 2: Natalie M (Accelerated Learner) began the unit of instruction with a
mastery score of 66% and ended the unit of instruction with a mastery score of 100%. This
student realized their full potential and demonstrated an overall gain score of 34%.

Focus Student 3: Sara R (Average Learner) began the unit of instruction with a mastery score
of 20% and ended the unit of instruction with a mastery score of 73%, this student
demonstrated an overall gain score of 53%. This student did not show mastery of the unit.
Analysis of Student Performance (cont.)

Based on assessment data, the overall goal of the unit of instruction was not entirely met and the class did not
meet the mastery goal of 80% or better, however, I believe overall the numbers do not correctly show the mastery
of classroom’s understanding of the content.

There are key outliers within the classroom that drastically lower the class’s overall average of the unit post-test.

Assessment Graphic
Key Factors Influencing Student Learning

Based on student observations, completed assignments, and attendance of lessons.

● Student performance was affected by these distinct three factors, the most prominent factor being
attendance for the lessons, which impacted the completion of assignments.
● Combination of these two major factors greatly influenced the student’s ability to learn the content and be
successful in the unit.

Assessment Graphic
Analysis of Teaching
Based on all previous data, my overall teaching was not completely successful with reaching all students in the class.
Even with distinct outliers, my teaching was not completely successful with my focus students, nor the majority of the
classroom students.

The students are very close to mastery of the subject therefore my teaching was not entirely successful.

Positives:

● Effective Use of Materials/Teaching Aids

● Distinct Aural Connections
● Scaffolding Approach

Needs Improvement:

● Pacing and placement of review sessions

● Wide Range of Material in Minimal Time
● Struggles with connections to application
Next Steps for Students (Classroom Wide)

● Based on the scores for the whole class at the end of the unit, the class still has not mastered the content
within the unit and still need work solidifying the concepts.
● The students struggle most with the creation portion of this unit and concepts connecting to this portion of
the unit. These contents include building major scales using whole steps and half steps, defining which
scale degree is tonic, and understanding context clues within different musical settings.
● After all core concepts are resolidified and reaffirmed through review, the next step is moving the students
into the application-based classroom setting.

Now the students can begin connecting to the concepts the music they’re currently playing. Now the students can
move to building connections between the music and different concepts that were introduced.
Next Steps for Students (Focus Students)

Focus Student 1: Kat B (Below Average Learner). The next steps are to review the core concepts with the rest of the class
and solidify these concepts further. This student can remember most of the concepts and vocabulary, however, they
struggle with the ability to produce them in an applicable setting. This students’ post test scores suggest they understand
the terms and vocabulary by itself, but not in context with music or notes on a staff. This student will need foundational
one-on-one meetings with the teacher that will allow the student to ask specific questions and receive immediate feedback.

Focus Student 2: Natalie M (Accelerated Learner). This student was very successful and completely realized
their full potential for growth at the end of this unit. The student would be a valuable resource to the rest of the
class. This student could offer great insight for many other students who are struggling with the content within
the unit. This student excelled in all portions of the content and can be given the ability to expand upon the
content within the unit, for example, creating pieces of music following the content.

Focus Student 3: Sara R (Average Learner). This student was almost at the same level of success as Focus
Student 2. However, this student would benefit from reflection about the material and what concepts the student
is struggling with. This student can begin to take similar steps as Focus Student 2 and begin offering support to
her classmates.
Research Based
● Bloom’s Taxonomy— Knowledge and Cognitive Process Domains
○ Engage students in higher-order thinking that allows them to build (recall) knowledge based on the
cognitive demands of a task (objectives) should be less than or equal to the demands of the state
standard).
○ Challenge the student based on their progression of understanding (proximal zone).

● Lev Vygotsky— Scaffolding

○ Present knowledge in a progressive, relatable fashion so students always have a point of reference — “take
from what they know to what they don’t know.”

● Howard Gardner— Multiple Intelligences (Learning Styles)

○ Present information in mediums that appeal to all types of learners.
○ Understand that each student has potential in all areas, but aptitude varies and requires encouragement for
some.