A Teacher for Integration in “The Baxter Experiment”: Part 3
by For the next step of the Success Plan, Standard 1.2.B.5, “Demonstrate how the elements of music are used to achieve unity and variety, tension and release, and balance in composition” (New Jersey, 2004), Baxter will need to practice listening.
This is the need to hear a group of singers and be able to identify the need for balance. The singers need to sing with the same dynamics and intensity. He will identify this and likewise sing with the same volume and effort as the group during group vocal lessons in class.
As he will have progressed nicely to this point, the teacher will assign extracurricular work in tandem with a class lesson on careers in music, Standard 1.2.B.6, “Investigate arts-related careers” (New Jersey, 2004).While the class will spend time reading and watching demonstrations, Baxter will also have a private webquest so that he can investigate careers at his own pace. By finding an area of special interest, he will not only achieve the standard, but he may potentially find a lifelong hobby or even a field of music that he would like to work within.
The Success Plan will be nearing the end and will be in its final stages at this point. Baxter will now listen to music and be able to identify what makes it unique, what are the performance issues and he will be able to identify a piece of music by examining scores of sheet music: Standard 1.3.B.1, “Analyze musical elements in response to aural prompts and printed scores representing diverse genres and cultures and notational systems” (New Jersey, 2004). This ability will not only serve him in music but will allow him to analyze aurally any music while also encouraging him to examine art and culture through the same methods.
How will he do? Post your opinon or click on the author for Part IV
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On May 19, 2010 at 11:04 am
Why doesn’t every student of every ability have a prescribe “Success Plan”? It would make a measurable goal that would track improvement throughout each school year.