Home

 

 

Syllabus 

 

 

Course

Outline

 

 

Elementary Music Links

 

 

Music

Dept.

 

 

Links

 

 

National Standards

 

TEKS

 

 

DME MICRO-TEACH ASSIGNMENT

Each student will teach one complete lesson on a musical concept.

 

 

Grading Criteria

bullet

clarity of presentation

bullet

appropriateness to grade level

bullet

organization and lesson flow

bullet

time frame

bullet

accomplishment of objective

bullet

appropriateness of materials chosen

bullet

logic of activities

Micro-teach Rubric

 

Criteria

Performance Indicators

Failing

Incomplete

Acceptable

Good

Excellent

Concept

appropriate to grade level

single concept focus

associated with correct National Standard

0 points

7 points

8 points

 9 points

10 points

Lesson Plan

varied activities (see, hear, touch, do)

cumulative learning

pacing

closure

0 points

7 points

8 points

9 points

10 points

Pedagogy

specified/realized

objectives

assessment

0 points

21 points

24 points

27 points

30 points

Teaching

clear instructions

pacing

engaging, encouraging

classroom management

speaking, appearance

0 points

7 points

8 points

9 points

10 points

Organization

adequate preparation

ready to begin on time

minimal lag time

0 points

21 points

24 points

27 points

30 points

Materials

appropriate choice

efficient handling

adequate instructions for use

0 points

7 points

8 points

9 points

10 points

Logistics

Timing (15 min)

hand-out quality and timeliness

appropriate attire

pre-approval of lesson plan

materials put away properly

     

Total points

0

70

80

90

100

 

 

 

 

Micro-teach Requirements

 

bullet

Lesson plans for your micro-teach are due 1 week prior to the day you teach the lesson.  They must be on the lesson plan form. 

 

bullet

Do not use a lesson you have prepared for another class.

 

bullet

Micro-teaches should last 15 minutes.  It is wise to time your teach before presentation to ensure this time frame.  Some activities take less or more time than you anticipate.

 

bullet

Stay with a single element for the whole lesson.

 

bullet

You must use at least one item from curriculum items in 112A. 

 

bullet

Use a variety of approaches:  something they can see, hear, touch, do

 

bullet

Follow a clear line to accomplish your objective (simplest to more complex)

 

bullet

Include a form of assessment to verify learning outcome

 
bullet

Be prepared and organized.  Eliminate lag time.

 

bullet

Provide a copy of your lesson plan to each member of the class as a handout.  Be VERY specific in your instructions.  Pretend that you are planning to hand this lesson plan to a substitute teacher to carry out in your class.  You cannot assume that they know what you plan to do.  These are not your notes.  They are someone else's instructions!

 

Procedure

 

bullet

Choose a single musical element or concept for your lesson.  See the Lesson Plan section in the Elementary Music Resources page for ideas.  (Beware of simply copying one of these lesson plans exactly.  It may not fulfill all of the specific requirements of this assignment.)

 

bullet

Choose the grade level for which you will prepare your lesson.  Read the TEKS that are specific to that grade level. 

 
bullet

Make a list of different methods and activities with which to teach this element.  Review the methodology list and keep these processes in mind.

 
bullet

Choose those activities which you deem most effective and which will accommodate a variety of learning styles.

 
bullet

Plan the lesson in the order of simple to the more complex.  Keep in mind the logistical needs of the activities.

 

bullet

Complete the DME Lesson Plan.   

 
bullet

Turn in the lesson plan form for approval one week before the micro-teach date.  You will not be allowed to teach your lesson until I have signed off on this form.

 

bullet

Construct, assemble or gather required materials for the lesson.

 

bullet

Practice the lesson for appropriate timing and logistics.

 

bullet

Plan to dress appropriately on the day of your Micro-teach.

 

bullet

Assemble and set up all necessary materials for the lesson before the beginning of DME class.

 

bullet

Teach your 15-minute lesson from start to finish in the allotted time.

 

bullet

Provide copies (with holes punched) of your lesson plan for all students in the class.  Use the front and back when copying and if more than one sheet is necessary, staple it.

 

bullet

Return all instruments and other borrowed materials to 112A immediately after class.  Realign chairs if necessary.

 

 

Hints

 

bullet

Don't be afraid to branch out and teach something besides quarter notes!  (Unless you are teaching kindergarten, they know how to read those already)

 

bullet

The more specific your original plan is on the approval form, the more helpful I can be to alert you to possible problems.

 

bullet

Give instructions to "children" before giving them anything.  Use this opportunity to anticipate and prevent distractions.

 

bullet

 1.Tell them what you're going to tell them 2. Tell them 3. Tell them what you told them

 

bullet

Consider using "modeling" - a most effective teaching tool

 

bullet

Use vocabulary suitable to the age level

 

Some Suggested Materials

 

 

bullet

Student curriculum books

bullet

Teacher's manual

bullet

Accompaniment book

bullet

Student curriculum CD

bullet

Recordings

bullet

Instruments

bullet

Pencils/crayons

bullet

Paper/handouts

bullet

Song sheet

bullet

Chalkboard/chalk

bullet

Document reader

bullet

Flashcards

bullet

Poster or chart

bullet

Visual aids

bullet

Game

bullet

Music stand

 

There are many resource materials in the main library, including recordings, student curriculum books, textbooks, and multiple resources for ideas and techniques.  You may also use the materials in 112A.  See me for access.

 

 

National Standards for Music Education

1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.

 

TEKS for Music, Elementary

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts


117.3. Music, Kindergarten.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical- thinking skills to evaluate multiple forms of problem solving.

(2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

(b) Knowledge and skills.

(K.1) Perception.

The student describes and analyzes musical sound and demonstrates musical artistry.

The student is expected to:

(A) identify the difference between the singing and speaking voice; and

(B) identify the timbre of adult voices and instruments.

(K.2) Creative expression/performance.

The student performs a varied repertoire of music.

The student is expected to:

(A) sing or play classroom instruments independently or in a group; and

(B) sing songs from diverse cultures and styles or play such songs on musical instruments.

(K.3) Historical/cultural heritage.

The student relates music to history, to society, and to culture.

The student is expected to:

(A) sing songs and play musical games from different cultures; and

(B) identify simple relationships between music and other subjects.

(K.4) Response/evaluation.

The student responds to and evaluates music and musical performance.

The student is expected to:

(A) identify steady beat in musical performances; and

(B) identify higher/lower, louder/softer, faster/slower, and same/different in musical performances.


117.6. Music, Grade 1.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical- thinking skills to evaluate multiple forms of problem solving.

(2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

(b) Knowledge and skills.

(1.1) Perception.

The student describes and analyzes musical sound and demonstrates musical artistry.

The student is expected to:

(A) identify voices and selected instruments from various musical families;

(B) use basic music terminology in describing musical sounds; and

(C) identify repetition and contrast in music examples.

(1.2) Creative expression/performance.

The student performs a varied repertoire of music.

The student is expected to:

(A) sing or play a classroom instrument independently or in groups; and

(B) sing songs from diverse cultures and styles or play such songs on a musical instrument.

(1.3) Creative expression/performance.

The student reads and writes music notation.

The student is expected to:

(A) read simple examples of music notation; and

(B) write simple examples of music notation.

(1.4) Creative expression/performance.

The student creates and arranges music within specified guidelines.

The student is expected to:

(A) create short rhythmic patterns; and

(B) create short melodic patterns.

(1.5) Historical/cultural heritage.

The student relates music to history, to society, and to culture.

The student is expected to:

(A) sing songs and play musical games from diverse cultures; and

(B) identify simple relationships between music and other subjects.

(1.6) Response/evaluation.

The student responds to and evaluates music and musical performance.

The student is expected to:

(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and

(B) begin to practice appropriate audience behavior during live performances.


117.9. Music, Grade 2.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical- thinking skills to evaluate multiple forms of problem solving.

(2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

(b) Knowledge and skills.

(2.1) Perception.

The student describes and analyzes musical sound and demonstrates musical artistry.

The student is expected to:

(A) identify instruments visually and aurally;

(B) use music terminology to explain sounds and performances; and

(C) identify music forms such as AB and ABA.

(2.2) Creative expression/performance.

The student performs a varied repertoire of music.

The student is expected to:

(A) sing or play a classroom instrument independently or in groups; and

(B) sing songs from diverse cultures and styles or play such songs on a musical instrument.

(2.3) Creative expression/performance.

The student reads and writes music notation.

The student is expected to:

(A) read and write simple music notation, using a system (letters, numbers, syllables); and

(B) read and write music that incorporates basic rhythmic patterns in simple meters.

(2.4) Creative expression/performance.

The student creates and arranges music within specified guidelines.

The student is expected to:

(A) create rhythmic phrases; and

(B) create melodic phrases.

(2.5) Historical/cultural heritage.

The student relates music to history, to society, and to culture.

The student is expected to:

(A) identify music from various periods of history and culture;

(B) sing songs and play musical games from diverse cultures; and

(C) identify relationships between music and other subjects.

(2.6) Response/evaluation.

The student responds to and evaluates music and musical performance.

The student is expected to:

(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and

(B) show appropriate audience behavior during live performances.


117.12. Music, Grade 3.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical- thinking skills to evaluate multiple forms of problem solving.

(2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

(b) Knowledge and skills.

(3.1) Perception.

The student describes and analyzes musical sound and demonstrates musical artistry.

The student is expected to:

(A) categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments from various cultures;

(B) use music terminology in explaining sound, music, music notation, musical instruments and voices, and musical performances; and

(C) identify music forms presented aurally such as AB, ABA, and rondo.

(3.2) Creative expression/performance.

The student performs a varied repertoire of music.

The student is expected to:

(A) sing or play a classroom instrument independently or in groups; and

(B) sing songs from diverse cultures and styles or play such songs on a musical instrument.

(3.3) Creative expression/performance.

The student reads and writes music notation.

The student is expected to:

(A) read music notation, using a system (letters, numbers, syllables);

(B) write music notation, using a system (letters, numbers, syllables);

(C) read and write music that incorporates basic rhythmic patterns in simple meters; and

(D) identify music symbols and terms referring to dynamics and tempo.

(3.4) Creative expression/performance.

The student creates and arranges music within specified guidelines.

(The student is expected to:

A) create rhythmic phrases; and

(B) create melodic phrases.

(3.5) Historical/cultural heritage.

The student relates music to history, to society, and to culture.

The student is expected to:

(A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures;

(B) perform songs and musical games from diverse cultures; and

(C) describe relationships between music and other subjects.

(3.6) Response/evaluation.

The student responds to and evaluates music and musical performance.

The student is expected to:

(A) define basic criteria for evaluating musical performances; and

(B) exhibit audience etiquette during live performances.


117.15. Music, Grade 4.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical- thinking skills to evaluate multiple forms of problem solving.

(2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

(b) Knowledge and skills.

(4.1) Perception.

The student describes and analyzes musical sound and demonstrates musical artistry.

The student is expected to:

(A) categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments of various cultures;

(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances; and

(C) identify music forms presented aurally such as AB, ABA, and rondo.

(4.2) Creative expression/performance.

The student performs a varied repertoire of music.

The student is expected to:

(A) sing or play a classroom instrument independently or in groups; and

(B) sing songs from diverse cultures and styles or play such songs on a musical instrument.

(4.3) Creative expression/performance.

The student reads and writes music notation.

The student is expected to:

(A) read and write music notation, using a system (letters, numbers, syllables);

(B) incorporate basic rhythmic patterns in simple meters in musical compositions; and

(C) identify music symbols and terms referring to dynamics and tempo, interpreting them appropriately when performing.

(4.4) Creative expression/performance.

The student creates and arranges music within specified guidelines.

The student is expected to:

(A) create rhythmic and melodic phrases; and

(B) create simple accompaniments

(4.5) Historical/cultural heritage.

The student relates music to history, to society, and to culture.

The student is expected to:

(A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures;

(B) perform music and movement from diverse cultures;

(C) perform music representative of American and Texas heritage; and

(D) identify connections between music and the other fine arts.

(4.6) Response/evaluation.

The student responds to and evaluates music and musical performance.

The student is expected to:

(A) apply basic criteria in evaluating musical performances and compositions;

(B) justify, using music terminology, personal preferences for specific music works and styles; and

(C) practice concert etiquette as an actively involved listener during live performances.


117.18. Music, Grade 5.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical- thinking skills to evaluate multiple forms of problem solving.

(2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

(b) Knowledge and skills.

(5.1) Perception.

The student describes and analyzes musical sound and demonstrates musical artistry.

The student is expected to:

(A) distinguish among a variety of musical timbres;

(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances; and

(C) identify a variety of music forms such as AB, ABA, rondo, and theme and variations.

(5.2) Creative expression/performance.

The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music.

The student is expected to:

(A) perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques;

(B) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and

(C) demonstrate appropriate small- and large- ensemble performance techniques during formal and informal concerts.
(5.3) Creative expression/performance.

The student reads and writes music notation.

The student is expected to:

(A) read standard notation;

(B) use standard symbols to notate meter, rhythm, and pitch in simple patterns (manuscript or computer-generated);

(C) read and write music that incorporates rhythmic patterns in various meters; and

(D) identify music symbols and terms referring to dynamics, tempo, and articulation.

(5.4) Creative expression/performance.

The student creates and arranges music within specified guidelines.

The student is expected to:(A) create rhythmic and melodic phrases; and

(B) create/arrange simple accompaniments.

(5.5) Historical/cultural heritage.

The student relates music to history, to society, and to culture.

The student is expected to:

(A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures;

(B) describe various music vocations and avocations;

(C) perform music and movement from diverse cultures;

(D) perform music representative of American and Texas heritage; and

(E) identify concepts taught in the other fine arts and their relationships to music concepts.

(5.6) Response/evaluation.

The student responds to and evaluates music and musical performance.

The student is expected to:

(A) apply criteria in evaluating musical performances and compositions;

(B) evaluate, using music terminology, personal preferences

 

 

 

 

music_ln04.gif (4009 bytes)

 

music_mail.gif (1836 bytes)

 

Created and maintained by Vicky V. Johnson

 

music_lg.gif (2322 bytes)