Northern State University

Pre-Student Teaching Experience

MUSIC Teacher Work Sample
Candidate Name Jacob Wild

Semester/Assignment (elementary or secondary) Secondary

Candidate ID Number 759929

Cooperating School(s) Groton School Elementary, Middle, and High

School and Holgate Middle School.

Subject/Content Area Music

Grade Level(s) 6-12

Date Submitted 5/2/2022

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 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.

Signature of Candidate Submitting the TWS:

_Jacob Wild______________ (electronic

submission)

Portfolio Active Link

JACOB WILD MUSIC EDUCATOR - Home (weebly.com)

Task I Professional Goal Setting

Knowledge of Self as Individual

Goal: My first goal is to learn the names of the students and build positive authoritative

relationships with them.

Procedure: I will try to do this by repeating their names in my head and build positive

relationships by participating in what they are doing with them and make an effort during

appropriate moments to get to know the students. I will also do my best to be prepared to earn

students respect and to have good classroom management skills

Evaluation: If I can name the students and something about them I will know I have

accomplished part of this goal and by also being able to manage the classroom by myself to

complete the goal.

Knowledge of Learner:

Goal: To learn how different students learn and how to accommodate all students' learning

styles.

Procedure: I will assess students abilities and learning styles by paying attention to students in

the classroom and asking my cooperating teacher what works best with certain students, to assess

them individually and collectively. With this knowledge of the students, I can form a lesson to be

effective for all students.

Evaluation: I will evaluate this by doing a pre-assessment and post-assessment to determine if I

taught effectively so that the post assessment improves in the ways I sought to improve it.
Knowledge of Content

Goal: I will use the South Dakota standards for the foundation for my lessons in conjunction

with Music Learning Theory.

Procedure: I will review, discuss with my cooperating teacher, and implement the South Dakota

standards in my lesson plans explaining my rationale through MLT for these lessons.

Evaluation: Reflecting with my cooperating teacher through assessments before, during, and

after my lesson to see if my teaching was effective and how MLT helped to achieve the ends of

the lesson.

Knowledge of Pedagogy:

Goal: To understand the teaching style and educational philosophy of my cooperating teacher.

Procedure: I will observe my cooperating teacher’s interactions with students and presentation

of lesson material. I will ask them why they choose to go certain directions with concepts to be

most effective in the classroom.

Evaluation: Be consistently reflecting on your cooperating teachers teaching style and

philosophy till you fully understand and can experiment by implementing it into your style and

philosophy. The more strategies I can know about, the more I can develop my own teaching

style.

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

Goal: I will create professional relationships with my cooperating teacher, principal, and any

other teachers I come into contact with.

Procedure: I will present professionally through dressing appropriately daily. I will be involved,

prepared, and ask relevant questions during lessons. I will introduce myself to teachers I meet.
Evaluation: I will ask and consider with my cooperating teacher how professional I presented

myself to them and other teachers in the building. I will record my experiences each week in a

journal.

Task II Contextual Information

City X is a suburban community that is near City Y. The median income is about the

same as the City Y area at 33,846 with 8% poverty in those under 18 years old. There is a 66%

married figure among the households in City X according to censusreporter.org.

The students are in grades K-12. The content area being taught is music education. The

high school and middle school groups are preparing for their talent show. Her upper elementary

students are working with instruments and 6th graders are doing general music/music

appreciation. For developmental levels of students according to sdschools.sd.gov, it says 10% of

middle school and 20% of Elementary school have disabilities which could be developmental or

physical.

According to City X’s school website it has approximately 17% of it’s 600 students that

qualify for free or reduced lunch which is well below national and state averages in the District.

The graduation rates are nearly at 100% according to sdschools.sd.gov. I chose to focus on the

elementary school information since I think I will be spending a majority of my time there for

this semester. For the elementary school, the enrollment for 2020-2021 was 286 students. The

per pupil expenditure is 9,940 for the elementary school. For ethnicities there are a handful of

students of Native Indian/Native Alaskan, Asian, Hispanic, and mixed race and 92% caucasian

students. There are 30 students in elementary listed as being disabled which would be part of

your special needs categories.

 The census report says that Hispanic/ Latin American is the biggest minority ethnic

demographic but no English learners are listed on the school report card, but still maybe some

Spanish to English problems might exist. The strongest subject at the school appears to be

science with 63% meeting or exceeding the standards set by the state in that area in standardized

testing. With it being winter, the students start at 9:30 A.M for a 1 hour late start, 2 hour late start

at 10:30 A.M and there is also a 10 A.M. start class schedule according to the school handbook.

Task III Lesson Plans – Instructional Design and Implementation

Common Lesson Plan Template

Music Education
Teacher Candidate Name: Jacob Wild
Grade Level: 6-12
Subject: Choir
Date: 4/26/2022
PLAN
STATE STANDARDS
6-8g.MU.Pr.6.1.a Perform the music with technical accuracy and expression to convey the
composer's intent.
HSa.MUe.Pr.4.2.a Evaluate and critique, using music reading skills, how the structure and
context impact and inform prepared and improvised performances.

LEARNING/BEHAVIORAL OBJECTIVES
Students will be able to:
● Sing a warm-up that begins on the 5th of chord instead of tonic
● Keep a relaxed jaw and activate the breathing muscle on the staccato notes
RATIONALE
According to South Dakota State Standards HSa.MUe.Pr.4.2.a (Evaluate and critique, using
music reading skills, how the structure and context impact and inform prepared and improvised
performances.) students should be able to use structure and context to affect a performance of a
piece. Music Learning theory posits that students are able to auditate or think musically and
students have to use that ability to hear in their head their starting note.

In this lesson the warm-up we will do the reverse of normal warm-up making the students hear
different parts of the chord. This will help them hear the structure of the chord better and the
context of their starting note in the chord.

MATERIALS
Piano
TECHNOLOGY
I will not employ instructional or assistive technology.
ACCOMMODATIONS
I do not think that accommodations need to be made with this warm-up as long singers are
familiar with English consonants and if not I can demonstrate the consonant before we sing that
cycle.
CLASSROOM MANAGEMENT
I should have my first several consonants prepared beforehand to limit talking while I think of
the next consonant.
IMPLEMENT
LESSON OPENING (hook)
● Sing the warm up along with the piano for 3 cycles.
TEACHING PROCEDURES
● Explain each note will have a consonant and that last 2 notes of each cycle will be “ha
ha” each time
● Begin in F major and ascend to B Major by half steps the jump back to Fmajor and
descended to major by half steps
● Call out consonants before each cycle
● Ask students for ideas when I have finished my list and allow consonant combinations.
LESSON CLOSING (transition)
● Thanks you for participating in my warm-up
Analyze
PRE/POST ASSESSMENT or EVALUATION

REFLECT
I think that I did give a fun interactive experience to the kids by letting them choose the
consonants. I think I could have chosen the consonants beforehand and that would make things
go quicker in the future and some of the pitches got off a couple of times along with a couple
piano mistakes. But I don’t think it detracted so much that it wasn't a good experience for the
kids.

Common Lesson Plan Template

Music Education
Teacher Candidate Name: Jacob Wild
Grade Level: 6-12
Subject: Music
Date: 4/28/2022
PLAN
STATE STANDARDS
6-8.MUe.Re.7.2.a Describe, classify, and compare how the elements of music and expressive
qualities relate to the structure within programs of music.

LEARNING/BEHAVIORAL OBJECTIVES
Students will be able to:
● Sing descending third, fourths, and the ascending major triad
● Be conscious of rest
RATIONALE
According to Music Learning Theory, people learn music through discrimination and
sequencing. Partial synthesis is the third discrimination level, following aural/oral and verbal
association. At the partial synthesis level, students can identify familiar tonal and rhythmic
patterns. This lesson(s) will continue to focus on SD State Standard 6-8.MUe.Re.7.2.a
(describe, classify, and compare how the elements of music and expressive qualities relate to
the structure within programs of music).
In this lesson students will learn the warm-up on solfege. It will use the common interval of
fourth and a major triad as a familiar basis. The rhythm on “Ahoy, Ahoy” fits the exclamatory
nature
MATERIALS
Piano
TECHNOLOGY
I will not employ instructional or assistive technology.
 ACCOMMODATIONS
It should not require accommodation because it only word in it.
CLASSROOM MANAGEMENT
Keep the warm-up going at a good pace so students don’t get distracted
IMPLEMENT
LESSON OPENING (hook)
● Looks like we are setting sail today. We are going to be pirates.
TEACHING PROCEDURES
● Sing through the warm-up and do 2 modulation
● Model with Solfege
● Chunk with solfege
● Sing with words modulating from F major to B major. Jump down to F major and
modulate down by half steps to A major.
LESSON CLOSING (transition)
● Thanks for participating in my warm up
Analyze
PRE/POST ASSESSMENT or EVALUATION

REFLECT
I think my presentation improved from the first warm-up and incorporated some chunking and
numbers in place of solfege. I think the numbers on the board really helped the students with
what I was doing on the piano and singing. I kept my tempo better and made fewer mistakes. I
could still improve my tempo but it has improved from my first lesson. I was more consistent
with pitch while I was singing here too.

Task IV Case Study – Analysis of Focus Students

The primary reason I chose John Doe for this case study is his lack of control of verbal

outbursts and attention seeking behavior. He is adopted and comes from a big family which

contributes to his attention-seeking behavior. I have known this student for several years, being

his camp counselor. Students who exhibit this type of behavior should be dealt with proactively

instead of reactively (Sippl, 2020). Do not reprimand them in front of class because negative

attention still fulfills their desire for attention. You can instead give positive attention to a

different student to help motivate students to get back on track. You can have an agreement with

the student that if their behavior persists the same consequences will happen each time.
 John has some insecurity about his masculinity that stemmed from some bullying at

another school he went to according to one of his family members. Now he tries to exaggerate

his “manliness” in front of other students by acting hypermasculine at times. This usually occurs

when he is in a group. In one-on-one scenarios, he exhibits a more caring attitude. This

insecurity appears to make him more susceptible to peer pressure. Jon Doe and another student

got into an argument one day in choir and some of the students started calling for a fight. Both

students were about to fight until I took a couple steps towards them, while my cooperating

teacher was out of the room, and that broke up the fight. Fighting could be a topic his parents

could handle to help limit some of the behaviors stemming from his insecurity and help him

understand them.

John’s insecurity may be traced to his lower maturity level compared to his peers. He has

some difficulties with his weight and, according to one of his family members, eating too much

to keep up with his brothers who eat a lot showing a lack of mature judgment as to what is too

much to eat. The income level and size of the household might make the amount of individual

care he gets may also be a factor in his poor behavior. He is also transitioning from

homeschooling to public school which may explain his maturity level because he hasn’t had the

same experiences as his peers.

Some of his attention seeking behavior can be linked to his diagnosis of ADHD for which

has medication. According to Sippl (2020), students with ADHD may need extra assistance in

the classroom to keep them on track, and a reward system or daily report cards can be

implemented to reward good behaviors and discourage bad behaviors. I could tell from some of

his grades that his ADHD was having an effect. He is not enrolled in a special education
program, nor has he had additional assistance in the classroom. According to the CDC, students

with ADHD can benefit from allowing for breaks, some movement, making sure assignments are

clear and not long and repetitive and along with choices for different kinds of assignments (CDC,

2022).

John has been struggling with head injuries in the last few months from a bike accident

and hitting his head on a locker. Traumatic brain injury can affect focus, organizational abilities,

memory recall, etc., and may be handled with an Individualized Education Plan or IEP

(Denslow, 2022). This also can explain some of his inability to determine when and what to say

that existed before these injuries, but could be exaggerated by them. When I was teaching my

warm-up to his class I opened up with a funny line and he immediately began talking as we were

trying to record the warm-up and my cooperating teacher spoke to him and said it was not the

appropriate time to talk. I taught the warm-up to another class and a little talking was allowed but

with this class Jon Doe needed to have something said to him so he did not continue his behavior

John Doe is a pleasant kid in one-on-one settings, but has behavioral issues when in

groups. According to sources, teachers should be proactive when dealing with this student to

ensure the behavior does not get out of control, and, perhaps, plan some movement into the

lesson for the student (CDC, 2022). Additional communication with teacher, student, and parents

would be ideal to determine what is best for him.

 References

Centers for Disease Control and Prevention. (2022, April 19). ADHD in the classroom. Centers

for Disease Control and Prevention. Retrieved April 29, 2022, from

https://www.cdc.gov/ncbddd/adhd/school-success.html

Denslow, E. (2022, April 22). Traumatic brain injury in the classroom: Support & Intervention.

Flint Rehab. Retrieved April 29, 2022, from https://www.flintrehab.com/traumatic-brain-injury-

in-the-classroom/#:~:text=%20Some%20examples%20of%20how%20a%20traumatic

%20brain,recalling%20old%20information%20or%20retaining%20new...%20More%20

Sippl, A. (2021, November 23). How can you prevent or replace attention-seeking behavior?

Applied Behavior Analysis Programs Guide. Retrieved April 29, 2022, from

https://www.appliedbehavioranalysisprograms.com/faq/prevent-or-replace-attention-seeking-

behavior/

Task V Reflection, Self-Evaluation, and Goals Achievements

Reflection and Self Evaluation

Jacob Wild

I think my field experience was a mix of positive and negative experiences. As the

semester went on I got more confident around the students and more willing to jump in and do

activities. I learned a lot about my teaching style and work habits sometimes the hard way in the

case of negatives for either. I had a supportive environment from my cooperating teachers and

university supervisor where I could make mistakes and learn from them. I plan on taking this

experience and using it as an example of what to do and what not to do for my student teaching

going forward.
 During this field experience I had the privilege of working with two cooperating teachers.

It was interesting to see the contrasting classroom management strategies of the teachers. One

teacher employed humor more frequently with students and the other used a more serious style.

Both had effective classroom management but it was easy to tell when they went too far in either

direction. You need a balance of a respectful and relaxed relationship with the students. I saw

how difficult classroom management can be when my cooperating teacher left the room to talk to

the altos for a moment and left me with the boys and sopranos. A couple boys started to jeer at

each other when they left and eventually were propelled into starting a fight by their peers

around them. I took a few steps towards them and they stopped engaging in the fight

immediately and I realized afterwards if I could have addressed the situation more firmly it

didn’t have to escalate to where it did.

The relationships I had with my cooperating teachers, other pre-student teachers, and

students were very informative and enriched the experience. I have the tendency to want to do

work by myself but I learned how to better collaborate during this experience. I liked to hear

questions from high school students about why I wanted to teach music and their own thoughts

as they were going into young adulthood where they will soon have to make career choices for

themselves. I was impressed by the student asking me indirectly what my philosophy on music

education is and helped me realize that high school students are capable of more than we

sometimes give credit for. I thought my field experience was a good learning experience and

look forward to my future student teaching.

Knowledge of Self as Individual

Goal: My first goal is to learn the names of the students and build positive authoritative

relationships with them.

Reflect: I could remember a majority of students' names throughout my student teaching. I could

have followed through a little better so I could recall more of them now, just as when I was in the

classroom. I was able to manage a classroom by myself even when unforeseen events happened

so I think I completed that goal but I could still work on my techniques.

Knowledge of Learner:

Goal: To learn how different students learn and how to accommodate all students' learning

styles.

Reflect: I communicated with my cooperating teachers about how students behaved uniquely in

the classroom and what techniques would suit them and the group. I think I did a particularly

good job observing the student I did my case study on. I came up with some good ideas on what

would help him out in the classroom.

Knowledge of Content

Goal: I will use the South Dakota standards for the foundation for my lessons in conjunction

with Music Learning Theory.

Reflect: In my first lesson plan I could have utilized Music Learning Theory to help with the

process of the warm-up. In my second lesson plan I improved this by implementing chunking

and the number system so they could hear it more before they sang it. I used state standards for

the basis of both of my lesson plans.

Knowledge of Pedagogy:

Goal: To understand the teaching style and educational philosophy of my cooperating teacher
Reflect One of my instructors asked me a similar question similar to this goal. When listening to

teachers, you think about why they are doing things the way they are. I think this is an area I

could improve upon still but I did utilize it some. I saw one of my cooperating teachers

implementing chunking to learn a song and I could tell the strategy she was using and because it

is very effective to learn music according to Music Learning Theory, especially simple songs.

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

Goal: I will create professional relationships with my cooperating teacher, principal, and any

other teachers I come into contact with.

Reflect: I always wore professional dress and checked in with the office before heading to my

classroom. I introduced myself to other teachers in the music departments of both of my

placements. During lessons I would ask questions relevant to pieces the class was working on to

help further the performance. I think I could have communicated better with my first cooperating

teacher but strove to make my communication excellent with my second cooperating teacher. I

think I was personable with both my cooperating teachers which is part of professionalism. I

smiled and said hi to teachers I met in the hallways. Finally I completed the goal of keeping a

journal of my experiences in the field.