Northern State University

Pre-Student Teaching Experience

MUSIC Teacher Work Sample
Candidate Name Noelle Nemmers

Semester/Assignment (elementary or secondary) Fall 2022, elementary

Candidate ID Number N/A

Cooperating School(s) School X

Subject/Content Area K-5 vocal music and 5-12 instrumental music

Grade Level(s) K-12 music

Date Submitted November 19th, 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.

Electronic Signature of Candidate Submitting the TWS: Noelle Nemmers

Portfolio Active Link: https://noellenemmers.weebly.com/

Task I Professional Goal Setting

Knowledge of Self as an Individual

During this experience, I will be present in the present moment while in the classroom.

I will accomplish this by putting away distractions and focusing on the details of the

situation that is in front of me.

I will evaluate this goal by reflecting after each day and recording it in my journal.

Knowledge of the Learner

 During this experience, I will form positive relationships with the students of my

cooperating teacher.

I will accomplish this goal by getting to know each student as an individual and using my

words/actions to reflect how much I care for these students.

I will evaluate this goal by assessing how the students’ interactions with me have

changed over time as they get more comfortable with me being in the classroom.

Knowledge of Content

During this experience, I will get more comfortable with teaching lessons to the class.

I will accomplish this goal by preparing for lessons ahead of time and being open to the

experience whether good or bad.

I will evaluate this goal by comparing how I feel when teaching a lesson at the beginning

of the experience to teaching a lesson at the end.

Knowledge of Pedagogy

During this experience, I will have a greater understanding and collection of teaching

methods and exercises for music classes.

I will accomplish this goal by taking notes of lessons and teaching methods and possible

ways that I can implement them in my classroom.

I will evaluate this goal by keeping a record of music lessons/exercises throughout the

field experience.

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

During this experience, I will work in a collaborative manner with teachers, parents, and

administrators to help benefit the students and the program.

 I will accomplish this goal by offering help whenever I see it is needed, asking lots of

questions, and observing the interactions between other teachers, parents, and

administrators.

I will evaluate this goal by asking my cooperating teacher for feedback during and at the

end of the field experience.

Task II Contextual Information

School X is in the rural community with a population of roughly 922 people. As of 2020-

21, there were 436 students enrolled in the school district ranging from Pre-K to 12th grade.

Within the enrollment of the school district, 19% of students are economically disadvantaged and

14% of students have disabilities. The school district has a 12:1 student-to-teacher ratio which is

lower than the middle school which has a 16:1 ratio. The middle school’s enrollment was 78

students in 2020-21 and 20% of these students are economically disadvantaged. The school

district has low diversity with 95% of the students who identify as being white Americans. When

School X was compared to other schools in the state that took the annual state assessment,

School X scored in the 67 percentile in English and Language Arts, 56 percentile in

Mathematics, and 58 percentile in Science. All this information was found in the South Dakota

Department of Education District Report Card 2020-21 and the Public-School Review website.

Task III Lesson Plans – Instructional Design and Implementation

Common Lesson Plan 1

Music Education
Teacher Candidate Name: Noelle Nemmers
Grade Level: Middle School
Subject: Band Lesson
Date: September 19th, 2022
 PLAN
STATE STANDARDS
1.MU.Pr.4.2.b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
LEARNING/BEHAVIORAL OBJECTIVES
Students will be able to:
 Listen while I am modeling the music excerpt
 Establish macro and micro beats
 Repeat the section of music modeled for them
 Combine what they have learned to play the whole music excerpt
RATIONALE
According to Music Learning Theory, students learn best when music is taught using learning
sequence activities in order of whole-part-whole. The music is first modeled in its entirety for
the students to experience what it is supposed to sound like. Then using learning sequence
activities, the song is broken into parts and learned separately. After the students learn all the
parts of the song through the learning sequence activity, then the song is put back together, and
the students now know the whole song.

In this lesson, I will first model the song while playing my trombone so the students can hear
what the music is supposed to sound like. Then I play the song while the students establish the
macro beat, micro beat, and both together. Then I split the excerpt into parts and have the
students repeat the music segments back to me. After the learning sequence activities to learn
the parts, I will then have the students put all the parts together as we play the song as a whole.
MATERIALS
Lesson book and instruments
TECHNOLOGY
None
ACCOMMODATIONS
If students are unable to play by themselves, I will either have the student play with others or I
will play along with them just quieter so I can listen to the student.
CLASSROOM MANAGEMENT
Be prompt, be positive, be prepared, be productive, and be polite.
 IMPLEMENT
LESSON OPENING (hook)
 Bring out my trombone and start playing the piece of music
TEACHING PROCEDURES
 Talk about good posture and good breath
 Model music excerpt
 Macro, micro, and both together
 Split the excerpt into parts and have students repeat
 Add parts together and play with the student
 Have the student play by themselves
LESSON CLOSING (transition)
 Give positive feedback to the student and discuss things to work on next in their book.
REFLECT
Going into the lesson, I felt confident in my preparation and ability to teach this lesson. During
the lesson, I kept a calm and gentle demeanor while focusing on the students and how I can
help them with this lesson. I noticed that the two baritone players struggled to keep a steady
macro and micro beat, yet their playing was in time. After my own assessments and talking
with my cooperating teacher, I deducted that the students have the ability to keep a steady beat,
but they are just not used to moving their bodies to the macro and micro beat quite yet. I was so
proud of the students and how they improved so much just by going through the rote song
procedure with this piece. I felt very comfortable teaching the lesson and the main thing I
would do differently is warm up on my trombone more before the lesson.

While watching the recording, I noticed how the students would sometimes want to tap the
rhythm rather than the micro beat and the macro beat would switch on and off the beat. At first
when the students would play, they would fumble with their fingerings, but they would listen to
me play it and quickly find the correct fingers. I think I did a very good job modeling the breath
and helping the students identify where to breath on the tricky two measures. I also liked how I
was able to assess the areas where they struggled and help them find ways to fix the problem. It
was not perfect, but the students improved so much within this short video. I thought this was a
very good lesson for being my first time!

Common Lesson Plan 2

Music Education
Teacher Candidate Name: Noelle Nemmers
Grade Level: Middle/High School
Subject: Band Lesson
Date: October 21st, 2022
PLAN
STATE STANDARDS
1.MU.Cr.3.1.a With limited guidance, discuss and apply personal, peer, and teacher feedback
to refine personal musical ideas
LEARNING/BEHAVIORAL OBJECTIVES
Students will be able to:
 Listen while I am modeling the long tones and expanding intervals
 Respond by playing what I modeled for them
 Analyze how their playing differs from what I modeled
 Apply what they learned from the long tones and expanding intervals to their music
RATIONALE
According to Music Learning Theory, music should be learned by separating the music into
rhythmic and tonal patterns. Once the rhythmic and tonal patterns are learned they can be added
together to put into context.

In this lesson, I will first model the long tones and expanding intervals. These will help the
student audiate the correct notes in the partials so it’s easier when they are playing their
instrument. The student will repeat the modeled tonal pattern which will be helpful when
applied to their playing of other music.
MATERIALS
Lesson book and instruments
TECHNOLOGY
None
ACCOMMODATIONS
If students are unable to play by themselves, I will either have the student play with others or I
will play along with them just quieter so I can listen to the student.
CLASSROOM MANAGEMENT
Be prompt, be positive, be prepared, be productive, and be polite.
 IMPLEMENT
LESSON OPENING (hook)
 Bring out my trombone and do some warm-ups
TEACHING PROCEDURES
 Model long tones
 Student repeats long tones back
 Model expanding intervals
 Student repeats expanding intervals back
 Apply long tones and expanding intervals to music excerpt
LESSON CLOSING (transition)
 Give positive feedback to the student and discuss things to work on next in their book.
REFLECT
I think the lesson went well considering how I was teaching a horn lesson on a trombone. The
student eventually felt comfortable with the long tones and expanding intervals. I think I did a
really good job figuring out how to transpose from horn to trombone even though it took me a
while to figure it out. I could have done a little clearer explanation of what I wanted the student
to play, but it’s a difficult exercise for horn players. I also think I did a good job listening to the
student’s playing, diagnose the issue, and find ways to help the student. For future horn lessons,
I will be using a horn rather than trombone because it would be easier for both the student and
myself.

Task IV Case Study – Analysis of Focus Students

This case study was done in School X in a rural community on a seventh-grade student who will

be given the name Molly. I chose Molly for this case study because she recently found out that she has

moderate hearing loss in both ears and plans to get hearing aids. I have observed many of her baritone

lessons throughout the semester and I had no idea that she suffers from hearing loss. The sense of hearing

is very important for musicians so Molly and her music instructor will have to make accommodations for

the hearing loss.

Molly is an average student earning mostly As and Bs in her classes. She is very kind and curious

which makes her well-liked by her classmates and teachers. Molly is always quick to raise her hand to

answer questions and never afraid to ask questions which made her recent diagnosis of hearing loss to be

quite shocking. Her dad is a teacher at a small school, her mom is an insurance agent, and she has an
older sister who has down syndrome. Molly goes out of her way to care for and protect others just like she

has done for her older sister all these years. In her lessons, Molly showed determination and perseverance

even when she made mistakes while playing her scales or etudes. Molly has done a lot of practicing on

the baritone to get to where she is now, and she will not let her hearing loss slow her down.

Since this was a recent diagnosis, I am not sure how her hearing loss has affected her playing thus

far. In the future, it may be difficult for Molly to hear the notes in her higher register, large dynamic

contrasts, and small intonation inconsistencies. For music students experiencing hearing loss, Lyn

Schraer-Joiner recommends that a music educator conducts a Musical Audiogram. A Musical Audiogram

is when the teacher chooses a melodic phrase that is familiar to the student and informs the student that

the song will be played in different ways (different registers and dynamic levels). After playing this

example in many ways, the teacher will then ask what is the most “comfortable” for the student. Schraer-

Joiner says, “Such an activity is particularly important for the student who uses hearing aids or a cochlear

implant as it can provide initial information regarding the pitches and dynamic ranges most comfortable

for the student” (Schraer-Joiner 84). This test will give teachers the necessary information about the

effects of their hearing loss and how to adapt their music lessons. Schraer-Joiner recommends that music

educators place the student with difficulties hearing between students who can hear. The student should

be in a spot where they have a clear view of the teacher during class so they can see musical gestures,

facial expressions, and the teacher’s face to read lips. The teacher should try to maintain a routine for the

class to help the student with hearing loss feel more comfortable with the flow of the class.

Nancy M. Williams is a pianist who also experiences hearing loss and gave five suggested steps

to help music students with their hearing loss. Step one is to appreciate the stigma, it is important to

remind the student that their hearing loss does not define them. Williams says, “Many people with

hearing loss will try to hide their condition, because they are afraid it will keep them from pursuing their

desires” (Williams). Step two is to understand the profile of your student’s loss and step three is to map

the hearing loss in comparison to the student’s musical instrument. That is where tests like the Musical
Audiogram are useful, so the music educator is aware of future difficulties for their student in relation to

their musical instrument. Williams states, “Music students ought to take advantage of a ‘music setting’ on

their hearing aids so that tones outside of conversational range are not compressed. As an additional step,

I recommend students work with their audiologists to dampen the volume of the music setting, which

manufacturers usually configure for listening to rather than playing music” (Williams). The teacher needs

to be in open communication with the student and their parents so that the student can be set up for

success. Step four is to select appropriate repertoire according to the student’s abilities and step five is to

create successful practice strategies.

Molly is a very bright and determined student who has flourished in the music classroom. Molly

has already made lots of adjustments for her hearing loss without even realizing it. When her hearing

starts becoming increasingly difficult, she can feel the vibrations in her head as the sound resonates inside

her mouth. It is important as a music educator to show Molly continuous support and confidence in her

abilities as she continues in music. There is more research out there about the adaptation of hearing loss in

the music classroom and I was only able to scratch the surface. I am excited to see how Molly overcomes

this obstacle because even though it may seem overly challenging it is possible. Molly is a very special

student and I believe that she will continue to be a successful musician and do great things in life.

Bibliography

Schraer-Joiner, Lyn. “Music for Children with Hearing Loss: A Resource for Parents and Teachers”,
Oxford University Press, Incorporated, 2014. ProQuest eBook Central,
https://ebookcentral.proquest.com/lib/northernstate-ebooks/detail.action?docID=1707876.
Accessed 23 Oct. 2022.

Williams, Nancy M. “Teaching Music to Students with Hearing Loss.” NAfME, 11 Mar. 2016.
https://nafme.org/teaching-music-to-students-with-hearing-loss/. Accessed 23 Oct. 2022.

Task V Reflection, Self-Evaluation, and Goals Achievements

I had a very successful field experience this semester and I learned a lot from this time. Due to

my schedule, I was only able to be at the school in the mornings or the whole day due to special
circumstances. My cooperating teacher teaches K-5 vocal music and 5-12 th band. Most of my experience

was in band lessons with beginner players up through seventh grade. Even though I did not have much

time in the K-5 vocal classes or full band rehearsals, I was able to get a clear understanding of the life of a

music teacher. My cooperating teacher is a hard-working person who cares deeply about music education

and their students. I learned how my cooperating teacher balances all the responsibilities of a music

educator and how an experienced teacher runs their classroom.

One thing that I desire to incorporate into my teaching style is the importance of the student

outside of music. My cooperating teacher always asked the students a question about something outside

of the music classroom. As an example, the teacher would ask about their weekend plans or specific

extracurriculars to show that the teacher truly cared for each student and desired to get to know them

more. I’ve learned the importance of getting to know each student and some ways to show the students

that you care.

I was able to help in many ways throughout the experience that I never thought I would know

how to help. There were many percussion-related issues that I helped with such as several broken hi-hat

stands, replacing a drumhead, and tunning the tenor drums. I really enjoyed putting all my instrumental

methods courses and other musical experiences to use in the classroom. There were many tips and tricks

that I learned in brass pedagogy that I was able to put into practice with the beginning brass players.

My favorite part of the experience was the day I played my Music Teacher National Association

(MTNA) Young Artist Competition repertoire for the students. It was the first time that many of the

students heard me play or ever met me and I thought it was a fun way to introduce to them a big part of

my life. Two other Northern students preparing for the competition also came to the school and we were

able to give the students an unforgettable experience. The three of us played for the high school and

middle school bands in the morning and I stayed all day to play for the second graders in the afternoon. I

will never forget the reaction of the second graders when I was playing my unaccompanied trombone solo
for them. They were so excited, impressed, and had lots of questions. Many of them loved the experience

so much that they wanted to give me fist bumps and hugs.

I have learned a lot from this experience and have gotten greater confidence in my ability to be a

music teacher. After this experience, I have a greater understanding of the responsibilities of a music

teacher and the areas of this job that I still have questions about. I am beyond excited for the next field

experience and my music teaching career to come. I only hope that I can help my future students find a

great love and appreciation for music just as I have found.

Knowledge of Self as an Individual

Goal: During this experience, I will be present in the present moment while in the classroom.

Reflection: I was very successful in achieving this goal while out in the field. I made sure that my entire

time there my attention was focused on the students, the teacher, and the areas in which I can help.

Knowledge of the Learner

Goal: During this experience, I will form positive relationships with the students of my cooperating

teacher.

Reflection: I was able to form positive relationships with both the students and my cooperating teacher.

Throughout the entire experience, my cooperating teacher and I would work together to solve problems

and complete tasks. Whenever I taught lessons to the students, I always made sure to positively reinforce

their successes and build them up in areas they may have struggled.

Knowledge of Content

Goal: During this experience, I will get more comfortable with teaching lessons to the class.
Reflection: Every lesson that I taught during my field experience was well thought out and planned.

During my beginning lessons, I was a little more nervous than the last few ones, but I felt comfortable

every time I was in front of the students. As I observed the lessons taught by my cooperating teacher, I

felt more confident in my own teaching abilities and that I was on the right track.

Knowledge of Pedagogy

Goal: During this experience, I will have a greater understanding and collection of teaching methods and

exercises for music classes.

Reflection: Throughout the experience, I observed many different lessons and the teaching methods that

were incorporated into each. I found that I have a greater knowledge of brass pedagogy than I thought

when I first began my field experience. I will continue to have a collection of notes from teaching

methods and exercises for the music classroom.

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

Goal: During this experience, I will work in a collaborative manner with teachers, parents, and

administrators to help benefit the students and the program.

Reflection: Due to the specific times I was out in the field, I never observed any interactions between my

cooperating teacher and parents. I did attend several meetings with my cooperating teacher where

teachers discussed the needs of their students and scheduling conflicts. I received a lot of valuable

information from these meetings and advice about administrators from my cooperating teacher.