K12 Performing Arts

Instruction Commentary
Instruction Commentary Directions: Respond to the prompts below (no more than 6 single-spaced
pages, including prompts) by typing your responses within the brackets following each prompt. Do not
delete or alter the prompts; both the prompts and your responses are included in the total page count
allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all
format specifications. Pages exceeding the maximum will not be scored.
1. hich lesson or lessons are shown in the video clips! "dentify the lesson(s) by lesson plan
number.
# $esson % and $esson & are the two lessons from which " chose video clips.'
2. Promoting a Positive Learning Environment
"n your response to this prompt( refer to scenes in the video clips where you provided a
positive learning environment.
)ow did you demonstrate mutual respect for( rapport with( and responsiveness to students
with varied needs and backgrounds( and challenge students to engage in learning!
# "n lesson %s video " engage every student from the beginning of the lesson by starting with an
exercise where they all play. "f an individual student is losing focus " briefly call their name to call
their focus back up front to the lesson.'
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.
a. *xplain how your instruction engaged students in developing
artistic skills (e.g.( self expression( creativity( exploration+improvisation)
knowledge (e.g.( tools+instruments( technical proficiencies( processes( elements(
organi,ational principles)
contextual understandings (e.g.( social( cultural( historical( global( personal reflection).
# -hroughout both videos students are showing their knowledge of their instruments and reading
traditional notation. " allow for exploration in lesson &.s video where " use my arms to represent
different dynamic levels for different instrument groups in the ensemble. /ll students were
engaged throughout the entirety of the lessons. '
b. Describe how your instruction linked students. prior academic learning and personal(
cultural( and community assets with new learning.
# " began each lesson with something they knew (the concert 0b scale) and in each lesson we
did a balance exercise in it that allowed them to play the scale at different times and different
dynamics. e built from their previous knowledge of reading traditional notation and began to
work on more expressive concepts. '
4. eepening Student Learning during !nstruction
Refer to examples from the video clips in your explanations.
a. *xplain how you elicited student responses through performances( exercises( and+or
discussions and how you facilitated responses that supported students. development
and application of artistic skills( knowledge( and+or contextual understandings.
#"n lesson &( " facilitated a discussion about the pyramid of sound. " drew the pyramid on the
board and asked for responses as to which instruments the students thought should go in which
part of the pyramid. /lso in lesson &( " had students play an exercise three different times in
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per%itted only pursuant to the ter%s of a 'ritten li)ense agree%ent.
K12 Performing Arts
Instruction Commentary
three different ways. /fter each attempt( " had them write down what they heard throughout the
ensemble to elicit listening skills and response skills.'
b. *xplain how you used modeling( demonstrations( and+or content examples to develop
students. artistic skills( knowledge( and+or contextual understandings for creating(
performing( or responding to music+dance+theater.
#" made sure that after " verbally explained to them the concept of the pyramid of sound in
$esson &( " would have them play an exercise and " would yell out the different dynamic levels
to the groups. " also made sure to show dynamic changes in my conducting during each
exercise. -his helped students when expressing the concept of balance in their performance of
the exercise. /lso( having a visual (like in $esson & with my arms representing different dynamic
levels) allow the students to imagine the concept visually. '
". #naly$ing %eaching
Refer to examples from the video clips in your responses to the prompts.
a. hat changes would you make to your instruction1for whole class and+or for students
who need greater support or challenge1to better support student learning of the central
focus (e.g.( missed opportunities)!
2onsider the variety of learners in your class who may re3uire different strategies+support
(e.g.( students with "*Ps( *nglish language learners( struggling readers( underperforming
students or those with gaps in academic knowledge( and+or gifted students).
#4or students with "*Ps " would slow down my instruction. -here was a lot of material that " was
trying to get through in the amount of time that " had with the students so " did my best to cram
everything in. hile this worked for most students( the students with "*Ps got lost in the cracks
of the speed of the lesson. " would also spend less time verbally explaining the pyramid of
sound and the concept of balance in general. -he students learned more through their
exploration of the concept with different balance playing exercises then they did from my verbal
explanations. '
b. hy do you think these changes would improve student learning! 5upport your
explanation with evidence of student learning and principles from theory and+or
research.
#5ince the exploration of the concept through playing exercises was more effective than verbal
explanations( if the students had more time to explore through their playing( " think they would
have a better grasp on the concept in general. -here is a type of learner that learns through
doing rather than hearing (i.e. hands on learning)( since band students are used to playing and
using the feeling of how a note should be fingered( etc. "t makes perfect sense that they would
be more hands on learners and 6ust hearing words on a concept did not resonate 3uite as well
with them as playing exercises on the concept did.'
Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 6 pages maximum
ll rights reserved. !2"0#13
The edT$ trade%ar&s are o'ned (y The Board of Trustees of the Leland Stanford Junior University. Use of the edT$ trade%ar&s is
per%itted only pursuant to the ter%s of a 'ritten li)ense agree%ent.