Keene State College

Music Department
Teacher Candidate Assessment of Performance (TCAP)
MU 475/MU 476 Music Student Teaching

STRAND 2: Planning and Preparing

OVERVIEW

Practicum students will design a learning segment consisting of 3-5 lessons that promote students’
development of a music skill with the pre-approval of the cooperating teacher. During weeks 2-3 of
the placement, student teachers will present their created lessons and assessment(s) to the
cooperating teacher for review and discussion. The cooperating teacher will offer suggestions,
edits or adjustments to the lesson plans and assessment(s). Following this discussion, revise the
lesson plans incorporating this feedback. This lesson will be taught during weeks 4-5 (timeline may
vary by placement). Submit the final draft of the lesson plans, instructional materials, and
assessment(s) along with completing the ‘Planning and Preparing’ commentary.

Purpose

The Planning and Preparing Strand provides evidence of your ability to develop plans that:

 Support student learning of artistic perceptions, creative expressions, historical &

cultural contexts, aesthetic valuing, and/or connections, relations, and applications

 Make the curriculum accessible to all students

 Provide opportunities for students to demonstrate their understanding of the

standards/objectives

Insert Lesson Plans and Assessment(s) HERE: *Lesson plan 3 is a work in progress.*
General Music Lesson Plan

Music Concept/Title of Lesson: Music Theory - Intervals

Grade Level: 11-12
Date & Time: Tuesday April 2nd 2018
Objectives: Students will be able to demonstrate their understanding of perfect, major,
minor,
augmented, and diminished intervals.
Students will be able to assess their knowledge in a formative setting.

Materials:
 SMARTBoard
 SMARTNotebook
 Internet (or wireless hotspot)
 Whiteboard Table in HDHS Music Classroom
 Sharpies and Whiteboard Markers
 Student Chromebooks
 Personal Laptop (for SMARTNotebook)
 Bingo Cards
 Bingo Calling Cards
  Bingo Markers
 Prize music memes

Procedure:
 Have students complete Exercise ____ on their Theory Worksheet.
o Scan worksheet into SMARTNotebook and have students complete
assigned exercises.
o Have a piano and an interval chart on the slide as well. Have students
demonstrate to you their use of the resources to find the answer.
 Interval Bingo
o Teacher calls the clef, and the quantity of the interval as displayed on the
calling card
o If the student has the interval, they place a bingo ‘chip’ on the interval.
o ‘Winner’ of each round will receive a small music meme as a prize.
o Switch cards until each student has had each card.
o Play until you run out of cards.
 Have class do exercises on MusicTheory.net
 Announcements

Assessment:
Formative. I will observe how each student answers a question, whether right or wrong. I
will then be able to tell who understands the concept, who is on the right track but
doesn’t quite have it, or who is still not close to understanding the concept. This will allow
me to further adjust my lessons to see what it is that will help the concept stick. I will
write down what I observe in order keep track of improvement or otherwise.

NAfME National Standards:

 Curriculum Standard 4: Compose and arrange music within specified guidelines.
 Curriculum Standard 5: Read and notate music
NH Curriculum Frameworks:
 MU:Cr3.1.C.IIa Identify, describe, and apply selected teacher-provided or
personally-developed criteria to assess and refine the technical and expressive
aspects of evolving drafts leading to final versions.

General Music Lesson Plan

Music Concept/Title of Lesson: Music Theory - Intervals

Grade Level: 11-12
Date & Time: Thursday April 4th 2018
Objectives: Students will be able to demonstrate their understanding of perfect, major,
minor,
augmented, and diminished intervals.
Students will be able to assess their knowledge in a formative setting.

Materials:
 SMARTBoard
 SMARTNotebook
 Internet (or wireless hotspot)
 Whiteboard Table in HDHS Music Classroom
 Sharpies and Whiteboard Markers
 Student Chromebooks
 Personal Laptop (for SMARTNotebook)
Procedure:
 Have class do exercises on MusicTheory.net
 Horse Race Flashcards
 o Teacher holds up flashcards with intervals on them.
o If the student thinks they have the correct answer, they should knock on
the table twice to ‘buzz in’
o If the student who ‘buzzed in’ is correct, they get to tap their horse on the
SMARTBoard. If they’re incorrect, the next person to ‘buzz in’ gets a
chance. This continues until somebody gets a correct answer.
RESOURCES CAN BE USED.
o First horse to cross the finish line wins.
o Play this at least twice.
 Introduce descending intervals
o Give a few examples of descending intervals.
 Staff paper on SMARTBoard with notes, sharps, and flats
 Practice exercises on Writing Intervals sheet
 Announcements

Assessment:
Formative. I will observe how each student answers a question, whether right or wrong. I
will then be able to tell who understands the concept, who is on the right track but
doesn’t quite have it, or who is still not close to understanding the concept. This will allow
me to further adjust my lessons to see what it is that will help the concept stick. I will
write down what I observe in order keep track of improvement or otherwise.

NAfME National Standards:

 Curriculum Standard 4: Compose and arrange music within specified guidelines.
 Curriculum Standard 5: Read and notate music
NH Curriculum Frameworks:
 MU:Cr3.1.C.IIa Identify, describe, and apply selected teacher-provided or
personally-developed criteria to assess and refine the technical and expressive
aspects of evolving drafts leading to final versions.

General Music Lesson Plan

Music Concept/Title of Lesson: Music Theory - Intervals

Grade Level: 11-12
Date & Time: Monday April 8th 2018
Objectives: Students will be able to demonstrate their understanding of perfect, major,
minor,
augmented, and diminished intervals.
Students will be able to assess their knowledge in a formative setting.

Materials:
 SMARTBoard
 SMARTNotebook
 Internet (or wireless hotspot)
 Whiteboard Table in HDHS Music Classroom
 Sharpies and Whiteboard Markers
 Student Chromebooks
 Personal Laptop (for SMARTNotebook)
Procedure:
 Have class do exercises on MusicTheory.net
 Have class do exercises on https://utheory.com/app/dashboard/home
 Pokémon Review Game
 Announcements
 Assessment:
Formative. I will observe how each student answers a question, whether right or wrong. I
will then be able to tell who understands the concept, who is on the right track but
doesn’t quite have it, or who is still not close to understanding the concept. This will allow
me to further adjust my lessons to see what it is that will help the concept stick. I will
write down what I observe in order keep track of improvement or otherwise.

NAfME National Standards:

 Curriculum Standard 4: Compose and arrange music within specified guidelines.
 Curriculum Standard 5: Read and notate music
NH Curriculum Frameworks:
 MU:Cr3.1.C.IIa Identify, describe, and apply selected teacher-provided or
personally-developed criteria to assess and refine the technical and expressive
aspects of evolving drafts leading to final versions.

Planning and Preparing Commentary

Write a commentary that addresses the following prompts. You can address each prompt
separately, through a holistic essay, or a combination of both, as long as all prompts are
addressed. Each bolded overarching question corresponds to a rubric that will be used to
assess the depth and quality of your responses.

TOPIC A:

How do the plans support student learning of artistic perceptions, creative expressions,
historical & cultural contexts, aesthetic valuing, and/or connections, relations, and
applications?

1. Identify the central focus of the learning segment and National Core Arts Standards that
will be addressed in the lesson. Explain why the content of the learning segment is important for
your particular students to learn.
 The central focus of my lesson with Theory is thoroughly reviewing
intervals, which is different from my original TCAP plan. We came to the
conclusion that my students were not prepared to move on, so I have
rewritten all of my lesson plans to fit around my new goal for this class.

Standards:
NAfME National Standards:
 Curriculum Standard 4: Compose and arrange music within
specified guidelines.
 Curriculum Standard 5: Read and notate music
NH Curriculum Frameworks:
 MU:Cr3.1.C.IIa Identify, describe, and apply selected teacher-
provided or personally-developed criteria to assess and refine the
technical and expressive aspects of evolving drafts leading to final
versions.
 MU:Cr3.2.C.IIb Describe the selected contexts and performance
mediums for presenting personal works, and explain why they
successfully impact the final composition and presentation.
2. Describe how the central focus addresses multiple dimensions of learning through any of
these aspects: clear connections among creative expression; artistic perception; aesthetic valuing;
understanding music in historical and cultural context; and/or connections/relations/applications.
 During these lessons I will be using a variety of methods to try and get my
point across. The students will be using resources they have, such as their
half-step charts and piano diagrams, to help them reach answers during
our review work. The review will be done using worksheets and games, as
those are two different methods of learning to diversify the options of how
students can learn. Once I add descending intervals into the mix, we will
have very similar tactics given my methods this time around work.

3. Refer to your lesson plans to describe the progression of instructional strategies, learning
tasks, and assessments and how they build understanding of the central focus of the learning
segment. Reference the instructional materials you have included, as needed.
 Most of my lessons from this point forward with this class will be review in
order to get the concept to stick. We will begin class every day with review
exercises on MusicTheory.net so they can access the knowledge of their
resource use. Then we move on to class work as an individual, which we
then go over as a group so we can discuss how we got our answers and fix
any misunderstood concepts as a whole. We then move on to a game to
make it so they aren’t working to the point of getting burnt out, but do
they’re learning and having fun while doing it. I hope this approach will aid
in their ability to remember and retain what they have learned.

4. Justify the pedagogical choices (i.e. methodology and sequence of steps) that you are
making in the planning and preparation of this learning segment by making specific connections to
scholarly and/or professional literature. Why are you implementing this pedagogical approach for
the learning segment?
 I begin with MusicTheory.net so I can see how much they’ve retained. If
they’ve retained what they should have, we can move on. But if they
haven’t retained enough where I’m confident in their abilities, we need to
go back and work through things to make sure they get to where they need
to be.
 The worksheets on their own are used for me to assess what they can do
on their own, and to see if they are accurately using their resources to get
to their answer. Once I’ve circulated and looked at each individuals paper
to see how they did, I project the sheet on the board and have them write in
what they got for and assigned problem. If its wrong or right, we discuss
how we got there to make sure they understand the process, and if it is
indeed wrong we discuss what steps they may have missed in the process
of getting there. We do it as a group so I can see them work together as
peers because many times, a peer explaining something can really help.
 Playing review games is simply a tactic for learning while making it fun, so I
don’t burn them out early in the game. They won’t retain anything if they’re
burnt out, so making it fun for them may aid in that process. Plus, it is
easier to retain concepts if you were having fun while learning them.

TOPIC B:

How do the plans make the curriculum accessible to the students in the class?
5. Make connections to the description of your students provided in the Contextualizing
Strand (* this should be discussed with cooperating teacher during lesson plan review):

a. Explaining how your plans draw on students’ prior learning as well as experiential
backgrounds or interests to help students reach the learning segment’s standards/objectives
 I draw on students past learning just on the mere fact that this is all
review. They have learned the concepts within this classroom under
the instruction of Heidi, so I know its there. We just need to get it all
to a level where they can easily figure things out without constant
poking and prodding from myself and Heidi.

b. Clearly articulating how scaffolding or other structured forms of support in the plans provide
access to grade-level standards/objectives
 None of my theory students have diagnosed problems of any kind
so there are no plans set up for me to follow. However, they as a
whole are much slower than past theory classes, so we have to
work by trial and error to figure out a method that works for these
specific kids. We build off of past activities that have worked well,
and add extra things to them to make them work for this classes
particular needs.

TOPIC C:

What opportunities do students have to demonstrate their understanding of the

standards/objectives?

6. Review the collection of formative and summative assessment tasks throughout your
learning segment and explain how:

a. These assessments allow your students’ to demonstrate depth of understanding relative to

specific student standards/objectives
 The students understanding will show itself by their work on their
worksheets, their discussions with their peers, and their success in
the learning games. All of these are formative, and once the concept
is clear we can move forward and take a more summative
assessment.

b. These assessments access both productive (speaking/writing) and receptive

(listening/reading) modalities to monitor student understanding
 The students do their own work on paper and answer them on the
board, and then they discuss their answers and how they got them,
while the rest of the class listens and takes in what the other
students are providing.

c. These assessments provide access to all students (including those with diverse learning
needs) to demonstrate learning relative to specific student standards/objectives

 Breaking it down and taking it slow allows for students with diverse
learning needs to understand better what is happening, and
repeating past sections gives the repetition to allow students to keep
the information fresh in their minds. Games give them the chance to
learn without really knowing they’re learning.

d. You will provide feedback to students on their learning

  During the work alone/respond as a group time, I can talk them
through where they may have gone wrong in their problem solving.
Without just telling the students their answer is wrong, I can help the
students reach the correct answer by talking through the process
step by step.

TOPIC D: Academic Language

How does the candidate identify the language demands of learning tasks and assessments
relative to the students’ current levels of academic language proficiency? How do the
candidate’s planning, instruction, and assessment support academic language
development?

7. Consider the language demands of the oral and written tasks in which you plan to have
students engage as well as the various levels of English language proficiency related to classroom
tasks as described in the Contextualizing Strand.

a. Identify words and phrases (if appropriate) that you will emphasize in this learning segment
including music terminology, symbolic notation, and other music techniques. Why are these
important for students to understand and use in completing classroom tasks in the learning
segment? Which students?
 “What is the quantity of the interval? What can you use to figure that
out?”
i. Students use the music staff to count the quantitative
distance between the notes, and if they got the wrong
quantity, I can tell them this to get them to remember what to
do to find the right note for the interval.
 “How many half steps from ____ to ____?”
i. This has the students use their keyboard and half-steps chart
to find the quality of the interval. If the student got the
incorrect quality, I can guide them through by simply saying
“How many half steps?”

b. How do key learning tasks in your plans build on each other to support students’ academic
language development?
 My key learning task is starting each lesson back before the concept
being taught that day. I need to be sure that they remember the
resources are there for them to use, and that they get the right idea
in trying to find the right answer, even if they get the wrong one.

c. How will you assess students’ academic language development?

 I will assess them based on whether or not they can identify the
written intervals, and if they are able to write their own using their
resources and get the right answer.

*** Please self-assess your Strand 2 submission using the

rubrics below. Highlight the level that best represents your
work in the areas below:
Planning and Preparing Rubrics
NH TCAP: Music
PLANNING AND PREPARING: ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS
1. How do the plans support student learning of artistic perceptions, creative expressions,
historical & cultural contexts, aesthetic valuing, and/or connections, relations, and applications?
Level 1 Level 2 Level 3 Level 4
 The standards,  The standards,  Learning tasks or the  Both learning tasks
learning objectives, learning objectives, set of assessment and the set of
learning tasks, and learning tasks, and tasks focus on assessment tasks
assessments either assessments have multiple dimensions of focus on multiple
have no central an overall focus that learning through clear dimensions of learning
focus or a one- is primarily one- connections among through clear
dimensional focus, dimensional, i.e., creative expression, connections among
i.e., represent represent creative artistic perception, creative expression,
creative expression, expression, artistic aesthetic valuing, artistic perception,
artistic perception, perception, understanding music aesthetic valuing,
aesthetic valuing, aesthetic valuing, in historical and understanding music
understanding understanding cultural context, in historical and
music in historical music in historical and/or cultural context,
and cultural context, and cultural context, connections/relations/ and/or
and and applications. connections/relations/
connections/relation connections/relation  A progression of applications.
s/applications as s/applications as learning tasks and  A progression of
separate tasks. mostly separate assessments is learning tasks and
tasks, but with planned to build assessments guides
vague connections understanding of the students to build deep
between them. central focus of the understandings of
learning segment. the central focus of
the learning segment.

PLANNING AND PREPARING: MAKING CONTENT ACCESSIBLE

2. How do the plans make the curriculum accessible to the students in the class?
Level 1 Level 2 Level 3 Level 4
 Plans refer to students’  Plans draw on  Plans draw on students’ All components of
experiential students’ experiential prior learning as well as Level 3 plus:
backgrounds1, interests, backgrounds, experiential backgrounds  Plans include
or prior learning2 that interests, or prior or interests to help well-integrated
have little or no learning to help students reach the instructional
relationship to the students reach the learning segment’s strategies that
learning segment’s learning segment’s standards/objectives. are tailored to
standards/objectives. standards/objectives.  Plans for implementation address a
OR  Plans for the of learning tasks include variety of
 There are significant implementation of scaffolding or other specific
content inaccuracies learning tasks include structured forms of student
in plans that will lead to support3 to help support4 to provide learning needs.
student students who often access to grade-level  Plans include
misunderstandings. struggle with the standards/objectives. multiple
content. sources to
enhance
curriculum

1
Cultural, linguistic, social, economic
2 In or out of school
3 Such as strategic groupings of students; circulating to monitor student performance during independent

or group work; checking on particular students.

4 Such as multiple ways of representing content; modeling strategies; recordings; sectional rehearsals;

guest performers; videos.

 accessibility
such as
modeling,
recordings,
videos, etc.

PLANNING AND PREPARING: DESIGNING ASSESSMENTS

3. What opportunities do students have to demonstrate their understanding of the
standards/objectives?

Level 1 Level 2 Level 3 Level 4

 There are limited  Opportunities  Opportunities are provided for All components of
opportunities are provided for students to learn what is Level 3 plus:
provided for students to assessed.  Assessments are
students to learn learn what is  The assessments allow modified, adapted,
what is measured by assessed. students to show some depth and/or designed to
assessments.  It is not clear of understanding or skill with allow students with
OR that the respect to the special needs
 There is a assessment of standards/objectives. opportunities to
significant one or more  The assessments access both demonstrate
mismatch between standards/ productive understandings and
one or more objectives go (performing/speaking/writing skills relative to the
assessment beyond ) and receptive standards/objectives
instruments or surface-level (listening/reading) modalities .
methods and the understandings. to monitor student
standards/objectives understanding.
being assessed.