K-12 Performing Arts

Task 2: Instruction Commentary

TASK 2: INSTRUCTION COMMENTARY

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. Commentary pages exceeding the maximum will not be
scored. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages
may include graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible portions.
These pages do not count toward your page total.

1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan
number.
[I submitted video clips for Lesson 3 and Lesson 4 of my unit. Lesson 3 is uploaded and labeled
as Clip 1 and Lesson 4 is uploaded and labeled as Clip 2. The genre of focus for Clip 1, Lesson
3 is Blues and the lesson of focus for Clip 2, Lesson 4 is R&B: Past and Present.]
2.

Promoting a Positive Learning Environment

Refer to scenes in the video clips where you provided a positive learning environment.
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage in
learning?

[During lesson 4/Clip 2, I elected to review creating a Circle Song as well as the Call and
Response that we had done in previous lessons. I demonstrated mutual respect for them by
respecting them and giving my undivided attention to them when they spoke while requiring that
they show me the same respect. If you notice, I told them that I could not speak over them (Clip
2, lesson 4, 0:25) and they started listening. Unfortunately, I was unable to submit the part of the
lesson where I shared with them my expectations for them. However, in Lesson 3/Clip 1 (1:22),
you will notice that I will make sure that my students know that I am listening to them, even if I
have to walk away or move to a different part of the room. I build rapport with my students by
being attentive and responsive to their comments and ideas. I also encourage them to say what
is on their mind regarding the topic at hand. In addition, I ask them questions about their own
interests which sparks conversation and gives a non-verbal invitation to the other students to
contribute as well. You can see this going on in Lesson 3, Clip 1, (0:55). ]
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in developing and applying

knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,

elements, organizational principles),

contextual understandings (e.g., social, cultural, historical, global, personal

reflection), AND/OR

artistic expression (e.g., interpretation, creativity, exploration/improvisation, individual

choices).
[In lesson 3, clip 1 (0:55), I begin the class by asking what do students know about Blues. This
draws on their prior knowledge and causes them to reflect on their personal experiences with
Blues music in order to contribute to the conversation. Though it appears that the class period
starts off slowly, the students begin contributing their ideas to the conversation according to their
contextual understanding of this genre. In lesson 4, clip 2 (0:55) the circle song is a review, but
appears to be organized chaos at first. It seems as though the students are either not paying
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K-12 Performing Arts

Task 2: Instruction Commentary

attention to the instructions or did not understand what I was asking. Therefore, I started the
consistent beat and eventually everyone else caught on. I recognized that because I was the
beat of our circle song, when the other students began to join in it was hard to hear my beat.
Therefore, I stopped the circle song, grabbed foot rests, and asked the students to start it over.
The second time around, it went wonderfully well (lesson 4, clip 2, (2:05). This was because I
gave clearer instructions on what to do.]
b. Describe how your instruction linked students prior academic learning and personal,
cultural, and community assets with new learning.
[Many of the students were familiar with Blues via outside influences (i.e. family listened to it,
they heard it on the radio, heard it from grandparents, it was the music that their parents were
immersed in and that culture was transferred to them), which is why I decided to ask them what
they knew and understood about the genre of Blues before we began the lecture. I thought this
was valuable because it gives them the opportunity to share their expertise about the genre as
well as validates their ideas and their culture. I built upon their prior knowledge by introducing
new concepts using music and artists whom they were familiar with. For example, in lesson 3,
clip 1, I introduce Hit the Road Jack by Ray Charles and discuss the elements of blues along
with the retentions recognizable in R&B music, but by using famous blues artists. By doing this,
I made sure to link students academic learning and personal, cultural, and community assets
with new learning.]
4. Deepening Student Learning during Instruction
Refer to examples from the video clips in your explanations.
a. Explain how you evoked student performances and/or responses to support
students development and application of knowledge/skills, contextual understandings,
and/or artistic expression.
[I evoked student performances and motivated them to respond and actively participate in the
discussions by making creating a safe space where they felt comfortable enough to express
themselves, their thoughts, and their ideas. I evoked their performances to support their
development and application of knowledge/skills, contextual understanding, and artistic
expression as well. For example, in lesson 4, clip 1, I ask them to reflect on what they already
know and have been exposed to, call and response and circle song, to recreate it via
performance. They are able to put their knowledge and understanding into context by
performing these two traditions in the way it would have been performed during that time. I
evoked their artistic expressions by allowing them the freedom to improvise their own part to
add to the sound of the whole group. ]
b. Explain how you used modeling, demonstrations, and/or content examples to develop
students knowledge/skills, contextual understandings, and/or artistic expression for
creating, performing, or responding to music/dance/theater.
[I was able to model and demonstrate the contextual and impromptu examples of circle song
and call and response songs by ad-libing the instructions and leading the students into the
following parts of the song. For example, in lesson 4, clip 2, you will notice that when we are
singing this little light of mine, I sing the call portion (this little light of mine) and they sing the
portion (Im gonna let it shine). However, I noticed that some of the students did not know or
remember how the song was supposed to go, so I sang their part before their entrance to guide
into knowing what to say at the right time, along with my part (the call). It also helped them to
stay within the key of song. This was because once they heard me singing their part, they were
able to match my pitch and sing accordingly. This particular part of the unit helped to develop
students artistic expression for performing and responding to music. ]
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K-12 Performing Arts

Task 2: Instruction Commentary

5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.
a. What changes would you make to your instructionfor whole class and/or for students
who need greater support or challengeto better support student learning of the central
focus (e.g., missed opportunities)?
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[I noticed that a) I mumbled quite a bit, b) my back was often facing students, and c) I did not
give clear instructions the first time. I recognized myself mumbling a lot and saying umm
quite a bit throughout all of the videos. Im not sure that I was nervous. I think I just allowed
everything little thing that the students said distract me, whether it had to do with what we were
talking about or not, I still engaged and actively listened to what they were saying. I think next
time, I could have better strategies for re-focusing the lesson. I also noticed my back was facing
students several times throughout the video clips. Because I was aware of my cooperating
teachers preference for how to seat the students, I could have been more conscientious about
turning around more often so that students on the other side of the room could see me as well.
If I could have this opportunity again with my own class, I would rearrange the chairs so that
they were either all on one side or on two sides so that I could stand and face them. This would
also limit the amount of time students have to pull out their phones, have side conversations,
etc. because my eys will be on them the entire time. Lastly, I noticed that when trying to deliver
the instructions, I was not clear the first time. I knew what I wanted to ask, but did not practice
exactly how I was going to say it. Next time, I anticipate being better prepared to speak and
explain exactly what I want for them to do so that I dont run into that problem. On the contrary, I
did recognize that it was not working the first time, so I decided to stop, gather myself, switch to
a much better instrument of choice, and give the instructions again. Once I did that, it went so
much better.]
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
[I think that if I corrected the way I spoke to my students and was conscientious about mumbling
that would improve student learning by both providing clear expectations as well as setting an
example for how to speak with confidence. I think my making sure that my back is not facing
students on one side of the room would help to improve student learning by communicating
non-verbally that I do not favor one side of the classroom over the other and that I am paying
attention to everyone, not just one side of the room. Also, it would help me to direct my
discussion questions and conversation to everyone, not just one side. That could be because
one side may feel as though they are the ones being focused on, whereas the other might feel
neglected and I do not want that to happen. I think giving clearer instructions to students would
help to outline my expectations for them. Students will better succeed if they have a full
understanding of what is being asked of them. I think it is unfair to hold them to an expectation
but fail to provide them clarity. This would also be an opportunity for me to teach them to ask for
help or clarification if something is not clear. None of my students mentioned that I was not
being clear to them, I just noticed it after watching myself and realizing that if I was a student, I
probably would not have understood the full expectation based on the way I explained it to
them.]
Copyright 2015 Board of Trustees of the Leland Stanford Junior University.
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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
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