Chapter 5--Questions 4, 5; Project 1

Chapter 5—Planning for Instruction

4. Why are objectives like “Rehearse the choir on ‘Adoramus Te’” not satisfactory when planning.

The action word, “rehearse” is not a measurable student behavior. It is not nearly specific enough either. What specifically do you want the choir to rehearse? A certain section? Various phrases that share certain characteristics? A specific passage that has been presenting problems? Obviously, simply “rehearsing” the choir would demonstrate improvement over the course of a rehearsal, but a more specific objective that attempts to reach a certain goal. A more specific objective, similar to an objective Hoffer suggests, might be, “Students will sing ‘Adoramus Te’ with accurate pitch and artistic phrasing.” (Hoffer, 60)

5. What are the two aspects of assessing the effectiveness of a lesson?

The two aspects of assessing the effectiveness of a lesson include determining what the students have learned as a result of the lesson, and reflecting on your own teaching. Determining student progress can help you decide whether the lesson was too advanced, too easy, or just needs to be re-taught in a different, more effective way. Assessing your own performance as a teachers can help you decide what you would do differently if you had another chance to teach the same lesson, what did or did not work in the lesson, and overall, trying to improve your methods and techniques to effectively teach each of your students.

Project 1—Look up a music curriculum guide for a school district or state in the library, or secure one from the local school district. Examine it for the following features:

Alexandria, MN Music Curriculum (2000)

o Topics included and the order in which they appear.

§ Musical Style

§ Musical History

§ Notation

§ Rhythm

§ Texture/Harmony

§ Performance

§ Band

· Care and assembly of instruments

· Posture and breath management

· Tone production

· Process technique

· Basic notation

· Student expectations

· Interpretation

§ Choir

· Instrument care: Vocal health

· Posture and breath management

· Basic technique and tone production

· Basic notation

· Performance

§ Orchestra

· Assembly and care of instruments

· Posture

· Technique

· Tone production

· Basic notation

· Performance

o How specific the objectives and plans are

§ Lists outcomes based on student actions, visible in performance, identification, written work, reading, and attitudes.

§ Leaves much room for teachers to be creative with planning lessons, which will keep students interested.

o Listing of resources such as CDs and videotapes

§ None listed.