Jessica Vanstory

Entry 2: Learning Differences

As a music teacher, I have an understanding of student differences to ensure inclusive learning

environments. For example, when I select repertoire, I make sure that the music is ethical, has
teachable concepts for said age group, and will make a nice addition to any concert or
performance. In addition, I look to program music from different cultures, minority
composers/writers, and various time periods. With these considerations, my students will be set
up for success in exploring and performing quality and inclusive music. By interacting with
music that is personal to them (ex: playing cultural music, completing personal reflections,
participating in small group discussions related to the music), my students will make greater
connections to themselves and the music. This will benefit the growth of not only the individual
student, but the entire program. In relation, I can implement these skills at all developmental
levels. I have programmed music for the elementary music classroom, middle school band, high
school band, small ensembles, and solo student work. This includes music from various cultures,
flex-arrangements, women composers, and the like.

Through my use of these skills, I am better able to provide quality and inclusive instruction to all
of my students to ensure they are meeting rigorous standards. My students will benefit highly
from these skills by conducting creative music projects with the goal of facilitating deeper
connections to music. By doing this, they will learn how to analyze, interpret, and present their
findings. For example, at the time of the concert, my students will present their research projects
related to the pieces we have performed. This will allow my students to create and share their
understandings of world music, minority composers, a certain time period, etc. With this
information, they will create connections with not only themselves, but with the entire
community.