K-12 Performing Arts

Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: _____
Middle school: _____
High school: __x___
Other (please describe): _____
Urban: _____
Suburban: __x___
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[
I am teaching in a public suburban high school that is quite close to a city. The school is
a 9-12 high school with 2,500 students enrolled (making it quite large). The school has an 87%
graduation rate. 43.5% of the students are economically disadvantaged. 46% of the students
are English language learners. The school is composed of a student population that is 50%
white, 26.5% Hispanic, 10.9% black, 9.6% asian, and 3% other. The school is one of four in the
district: all of the schools in the district are high schools. The student to teacher ratio at the
school is 11:1.
The school I am teaching at has the highest percentage of student participation in music
in the district, with a legacy of incredible music teachers and accomplishments. It has been
recognized as a GRAMMY Signature School three times and has numerous students each
year who participate in state festivals. Performing ensembles at the school have taken tours
across the country and internationally. There are about 30 music classes and/or ensembles
(curricular and extracurricular) offered at the school, with 5 music teachers and an accompanist.
Over 600 students are involved in the music department. There are private teachers available
during lunch hours and after school, and the music department has a booster program that
helps provide private lesson scholarships to around 60 students, as it has a large budget due to
year-round fundraising efforts. There is an orchestra, choir, and band room, in addition to a
music technology lab used for piano class and AP music theory. There is a music library room, 6
practice rooms, a small theater that seats about 200 people, and a large auditorium that seats
around 1,500 people.
Because I did not attend a school that is as diverse as the one I am student teaching at,
I have worked very hard to get to know my students and establish relationships with them based
on mutual experiences. I have also taken as many opportunities as I can to get to know
students and try to understand experiences that many students have had that I have not. For
example, a favorite conversation topic of mine is discovering what students eat at home, and
comparing them to what I eat (I am usually quite jealous of their cooking abilities, which we
either find very funny or we find as a way to empathize with each other). I also relate to my

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K-12 Performing Arts

Task 1: Context for Learning Information

students by comparing music preferences something that directly relates to and informs my
instruction.]
3. Describe any facilities considerations that might impact your instruction (e.g., equipment
needs, room layout/design, access to performance/practice space, instruments,
accompanist, storage).
[ In terms of technology, all needs are met in my instructional space because I have access to
audio and visual equipment. Specifically, there are speakers and a projector in the instructional
space. The rooms layout is very large and has many stands and chairs. This will make it easy
to work individually with students when needed, as students sometimes will work individually.
Since the students are often making sound as they work individually (being that it is a music
classroom), it could be cause for a very hectic atmosphere. However, since there is quite a bit of
space, students can isolate themselves in separate parts of the classroom as needed, or I can
move a student to another part of the classroom to reduce distractions. Other music
classrooms, practice rooms, and two performance spaces are close by if we need them. The
instruments for the class are provided by the school, so there should be no issue with students
forgetting instruments, as they are stored at school. There is adequate storage space for those
aforementioned instruments, in lockers where they will not be inadvertently damaged. Because
this is a beginning orchestra class, it is scheduled to be in the Orchestra Room. However, it is
normally held in the band room because another larger orchestra class is in the orchestra room
at the same time. The focus class I am working with has been in other classrooms before due to
various space needs. Since it is a small class, it is easy for us to move and be in smaller
spaces. ]
4. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, performance schedules, or standardized tests.
[ This class is meant for beginning string players. As such, it does not have too many
requirements or expectations in terms of performance schedules. The class meets every day
and the students in the class will be joining the lower level orchestra class at certain points near
the end of this semester, and more frequently at the beginning of next semester to begin
incorporating them into that class. Because of these two considerations, the class is very fast
paced. The class also does not have a required curricula dictated by the district. My cooperating
teacher sets expectations for the class. Since he uses the Essential Elements 2000 for Strings
method book as a guide for instruction, I will also be using that method book. ]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to performing arts instruction in your classroom?
[ Forty-eight minutes of class time are devoted to performing arts instruction in my classroom on
Tuesday through Friday. On Mondays, the high school has a different PLC schedule, in which
the students receive forty-two minutes of instruction. ]
2. Identify any textbook or instructional program you primarily use for instruction. If a textbook,
please provide the title, publisher, and date of publication.
[ - Essential Elements 2000 for Strings by Michael Allen, Robert Gillespie, and Pamela
Tellejohn Hayes; Published by Hal Leonard Corporation; 2004]
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online
resources) you use for instruction in this class.
[ Students have cds that come with their books that they use at home. ]
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K-12 Performing Arts

Task 1: Context for Learning Information

About the Students in the Class Featured in this Learning

Segment
1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[ There are 2 freshmen, 2 sophomores, 1 junior, and 1 senior in the class. ]
2. Number of

students in the class: __5___

males: __1____ females: __4___
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the charts. Some rows have
been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., students with Individualized
Education Programs [IEPs] or 504 plans, students with specific language needs, students
needing greater challenge or support, students who struggle with reading, students who are
underperforming or those with gaps in academic knowledge).
For Assessment Task 3, you will choose work samples from 3 focus students. At least one of
these students must have a specified learning need. Note: California candidates must include
one focus student who is an English language learner.1

Students with IEPs/504 Plans

IEPs/504 Plans:
Classifications/Needs
Example: Physical limitations

Number of
Students
2

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Classroom aide or extra time

Students with Specific Language Needs

Language Needs
Example: English language
learners with only a few
words of English

Example: Students who

speak a variety of English
1

Number of
Students
2

Supports, Accommodations,
Modifications
Pre-teach key words and phrases
through examples and graphic
organizers (e.g., word cluster,
manipulatives, visuals)
Have students use pre-taught key words
and graphic organizers to complete
sentence starters
Make connections between the
language students bring and the

California candidatesIf you do not have any English language learners, select a student who is challenged by academic

English.

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permitted only pursuant to the terms of a written license agreement.

K-12 Performing Arts

Task 1: Context for Learning Information

other than that used in

textbooks
Learner who is not longer in
ELL, but still has some
difficulty with English.
(Student 3)

language used in the textbook

1

Individual assistance as needed, pairshare so that peers can assist with any
language demands. Assistance if
requested on assessments to clarify
questions or directions.

Students with Other Learning Needs

Other Learning Needs
Example: Struggling readers
Learners needing greater
challenge (Students 1 and 5)

Number of
Students
5
2

Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for resource materials
Provide extra materials for them to work
on related to what is being worked on in
class so they can achieve a greater
depth of knowledge (extensions). Ask
higher-level questions.

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All rights reserved.
V4_0915
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.