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Northern State University

Junior Field Experience

Music Teacher Work Sample

Candidate Name

Johnathan Gorr

Candidate Phone Number

(605) 381-5025

Candidate ID Number


Name of School

Northern State University

Subject/Content Area of Unit Music Education

Grade Level


Date Submitted

April 17

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher
education program.
Signature of Candidate Submitting TWS Johnathan T. Gorr

(electronic submission)

Attach a separate paper for each of the following using the headings provided. An
electronic copy of your completed TWS must be submitted to Dr. Wendy van Gent by the
date indicated in the syllabus (


Contextual Information and Learning Environment

WASD is a Catholic private school with three different locations in Arbitrary, SD,
ranging from preK-12. I will be placed in the Elementary Section (3-6) of the district, located at
7000 7000 th Ave, which also is the location of the Important Parish, a well established
Catholic church that has been celebrated by the community for several generations. I will be
working with one of the two music directors on staff.
Students will range from 3rd to 6th Grade, age group ranging from 8-12 years old. The
Arbitrary city area is mostly populated by caucasian Americans, with nordic and germanic
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roots. The children I will be in contact with will be of this heritage, but there is most likely going
to be a few racial minorities enrolled. I must watch for any discrimination, learned or innocent,
displayed towards any minorities present or not and correct any wrongful actions or behaviors to
the best of my abilities and junior field-guest restraints. Due to the fact that this is a private,
tuition only school, it can be assumed that the families of the students will be fairly wealthy, with
the ability to provide comforts well above the current standards. This fact nearly ensures two
things: there will not be any issues with students that cannot provide instruments or other
necessary supplies, and there will likely be an issue with cellphones in the classroom as a
Funding for this school system as a whole is mostly funded by Tuition fees and Parish
support. This school system is well funded for the size of school and the number enrolled. There
is a total of 497 students enrolled, PreK-12, 163 of which are 3-6. There is an above-average per
student per capita fund of roughly $7000 as compared to $4000 for public school funding.


Setting Goals
JFE Goals
Knowledge of Self as an Individual
Goal: During my Junior field experience, I will overcome my fear
of losing control of an elementary music class by not keeping their attention.
Procedure: I will overcome my fear by teaching at least one lesson
plan with the help and guidance of my cooperating teacher and their classroom
management techniques.
Evaluation: I will evaluate my progress with this goal by
comparing the difference in how the class acts with my cooperating teacher and
my self. If there is no change or has gotten worse, I will try a different method. If
I keep the same level or more of attention, I will know that my goal was reached
and successful. I will no longer dread teaching an elementary class.
Knowledge of the Learner
Goal: I will increase my knowledge of the levels of capabilities of
the different grades of elementary students.

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Procedure: I will observe and take note of the tendencies and

capabilities of the students in the different grades that I will come in contact with.
I will also interact with a few students by asking a few select questions to gauge
their capabilities compared to the SD standards.
Evaluation: I will evaluate my progress by comparing my notes
and observations with my cooperating teachers observations in accordance to the
SD standards.
Knowledge of content
Goal: I will gain an understanding of the SD standards for the
grades of students my JFE will have me working with before working with them.
Procedure: I will target, single out, and read the specific areas
within the SD standards that will correspond with the grades of students I will
work with throughout the week.
Evaluation: I will evaluate myself by asking my cooperating
teacher what sections within the SD standards he uses for his lesson plans. If I am
familiar with all and or most of them, I was successful in reaching my goal.
Knowledge of pedagogy
Goal: I will acquire a new teaching strategy and implement it
within one or more lesson plan.
Procedure: I will plan out a lesson for a class section using my
current knowledge, then ask and compare my procedure to my cooperating
teachers strategy for the lesson plan. I will then adapt my strategy to incorporate
their plan of action .
Evaluation: I will effectively understand and use the suggested
teaching strategy either entirely or as an adaptation to my own methods. I will
acquire feedback from my cooperating teacher to gauge my success in
implementing the new teaching strategy.
Knowledge of Self as a Teacher and Member of a Learning Community
Goal: I will establish meaningful connections with three other
educators I will come in contact with during my JFE.
Procedure: I will introduce myself to any other teacher or
administrator I come in contact with during my JFE to demonstrate my
professionality and personableness.
Evaluation: I will know that I have reached my goal when I am
addressed in a friendly, and a first name basis with the principal and two other
teachers every time I interact with them. In addition to the first Evaluation point,
the other educators will ask me to help them in various ways to help students.

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Individual Student Information- Case Study

Ann is a fifth grade, female in the Mint Town private elementary school. She is
seemingly quite normal at first glance until she feels she needs to be heard or given attention. I
noticed her actions were boisterous and repetitive until she has her way in the conversation or
interaction with her peers and would attempt the same with teachers. The only time I had to
observe her was during fifth grade band, a weekly lesson, and at lunch break each day. I also had
the opportunity of speaking with my Cooperating teacher and her home room teacher on her
specific background and behaviors that are a result of which. Anns recent changes in her home
life is the reason why she tends to act out more than the rest of her class mates, and in a different
Ann lived with her single mother with no father figure in the household, and in fact, she
had never known her father. Approximately one year ago, Anns mother died due to unforeseen
medical complications. She had to move in with her grandmother and live with her ever since.
An elementary student is not mentally capable of handling such heavy issues as being parentless
so early in life, according to her homeroom teacher, Mr. Rock. He also states that she ...lacks the
skills to deal with such a mental burden. She is still too immature to understand ( how her
circumstances have affected her already, and will affect her in the future). Her grandmother is
and has been extremely supportive of Ann and her endeavors including band and home practice
on her flute. Despite the warm welcome into a new home, losing your only available parent is
extremely difficult for anyone at any age; This can help explain most of her in-class behaviors.
Ann can be a handful in the classroom or at a free chat time such as lunch period. In class
she tends to try to skew any interaction or conversation in her favor or direction at nearly any
cost, including valuable class time. She is more outspoken and seemingly confident in class
when the opposite is more likely true. It seemed like when she felt insecure, she gained the
security by acquiring the attention from the teacher or other class mates, rather than shying away
like most other students would in her position. For example, during my lesson plan with the fifth
grade, I had asked the band a question that involved how the music made them feel and to assign
a descriptive word to assign to a certain section of the music. I called on five different people to
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answer, purposely skipping Ann to see how she would react in the situation. After I had thanked
the students that had answered, I moved on to the next step in my lesson plan. Ann kept her hand
up for an extraordinary amount of time and thought she had a question or had to be excused to
use the restroom, so I finally called on her halfway through my new step of the lesson plan. She
proudly and happily proclaimed an answer to my question I had asked three minutes prior. This
happening allowed me to see one of her unique classroom behaviors first hand and confirmed my
hypothesis. My hypothesis was: if she was not called upon on a question that everyone was able
to answer, she would act out in a peculiar way.
I believe the best way to help Ann would be to follow Dr. Bruce D. Perrys advice on
children that lose close family members by being supportive to her specific needs as they arise
and being patient and reliable. It is important that her grandmother is supportive and fairly
straight forward with Ann when she asks about what happened to her parents. As an educator, it
is imperative to be predictable and non accepting of the outbursts in class. If Ann understands
that it is unacceptable to break rules in the classroom due to her position, but also knows it is ok
to talk to someone like a teacher, counselor, or grandparent about the situation, she will
eventually come to terms with her position and hopefully grow from the experience.


Management and Motivation

1. Classroom setup and description

The classroom was a dedicated music room measuring 30 feet by 50 feet with instrument
storage lockers on the north wall, a storage room, a white board and a piano on the east wall, a
large whiteboard on the south wall and two offices and a sink on the west wall. The center of the
room consisted of chairs and percussion equipment in a small, but standard wind band
orientation with roughly 50 chairs. All of the walls had different musical motivational posters
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with several band instrument jokes included on a few of them. There was a section , adjacent to
the white board, that consisted of several paper plaques with students names pasted upon them
with several colorful bit of ribbon taped just below the names. Above the collection of names and
awards, there was a title that read recorder karate. The room was always well lit and tidy,
allowing for unimpeded student and educator movement.

2. Individual motivation strategies

Motivational posters were tacked in specific spots around the room. The main source
motivation came from Mr. P himself. With individual lessons, there was a constant air of
motivation emanating from Mr. P in the form of small positive comments and a longer
explanation at the end of the individual lesson. For the third grade class, a goofy and excited
attitude was used to maintain student attention and motivation. The fourth grade recorder classes
were motivated by the recorder karate reward program in which students will receive rewards
for learning, at a proficient level, a certain number of simple and recognizable songs from a book
they were given. There was no group oriented motivation, just individual. The fifth and sixth
grade bands were motivated by a flow of negative sounding reprimanding commands from the
director to attempt to get the band to practice their parts outside of band and other various

3. Motivation strategies
Mr. P often used the counting backwards technique to quiet his 5th and 6th grade
ensembles. This usually didnt work, as the students ignored the command for the first time
counting backwards from 5. He then reverted to raising his voice to overpower and command the
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class once again. The classroom experience was deteriorated greatly by this technique.
Occasionally, he would use the silent technique to regain the classes attention and this would
work, but would take longer than should be necessary.

4. verbal communication
Individual and one on one interactions were always positive and were always extremely
formal and professional. Occasionally the fifth and sixth graders would bring up controversial
and inappropriate topics with Mr. P. He would reply, after a confused expression held for just a
few seconds, with Im not going to answer that question. He then would change the topic to
their private lesson solo or their performance in their ensemble.

5. Nonverbal techniques
Nonverbal communication from Mr. P was mostly conveyed by professional attire and a
firm and confident expression. Occasionally he would give a look of disapproval at a distance to
any misbehaving and disruptive students in a quiet setting, usually during morning
announcements and during band rehearsal.
6. Implementation of one management technique
I picked up a technique from a well respected and experienced fourth grade teacher that
the entire school was familiar with. The technique was to point with the index finger straight up.
The students were told at the beginning of the year to stop whatever they were doing at the time,
be silent and emulate the action. Within three or four seconds the entire class would be silent and
would all be pointing at the ceiling. I attempted this technique on the fifth grade band while they
were being disruptive and rude to Mr. P. The class immediately followed suit and behaved
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immediately. I reminded the class that it is extremely rude to talk during times when Mr. P was
addressing the class. The rest of the class period was quiet and respectful from that point on.

7. School-home communication
School- home contact was handled in several different ways and was usually fairly
passive. Mr. P had a website with several different resources, schedules, reminders and calendars
for parents to access if and when they were curious about an aspect of his or the schools
program. The school also is in close communication with parents via email and snail mail for
more important flyers and information.
8. Personal Classroom management plan
My classroom management plan is primarily going to be made up out of respect and a
professional relation to my students. To expound on this idea, it is made up of starting with silent
treatment without faltering at any point. I will keep the silence until all students are silent and
attentive before starting my lesson plan. If they continue to be disruptive, I will leave the room
forcing guilt upon them until they are ready to participate in class. Realistically, I would only
leave the room for 2-4 minutes at absolute max. After I return to the podium, if they are not
quiet, I will make them stay past the bell for whatever amount of time they took from me and the
rest of the cass. I believe that it is never necessary to raise my voice at any point, in an
educational setting or in my own personal life to get a point across. This whole idea will only
work if I explain my discipline plan and actions in a complete manner during the first two days
of school for that year/semester.

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Daily Journal

Day one:
I arrived at the school when I was asked to at 7:30 am, well dressed and prepared with
tuba and backpack in hand. I was asked to be prepared to play with one of the bands during my
contact with the teacher before that monday and was the reason I had my tuba with me. I was
given My Cooperating teachers schedule a few days before so I would have some idea of what I
would be doing throughout the week. I was still clueless for the first two days of my experience.
I was greeted at the door and was shown where I should put my items that I had brought
along with me. I knew that there was supposed to be the first lesson of the day at 8:15, but I still
did not know what would occupy the 45 minutes until that time. I followed John to the teacher
break room and was handed a purple book, the title of which I had forgotten. Everyone was quite
receptive of me before and after John had introduced me to the staff. Each day, being a catholic
school, the teachers read from a purple book that describes ways to continue to follow Jesus and
the christian faith in busy work environments. Each of us took turns reading paragraphs until we
concluded the chapter, then which a discussion of the chapter took place. I felt apprehensive
toward this group study that takes place every morning due to my own religious standings, or
lack thereof. I have had experience in sunday school, bible studies, prayer sessions, baptisms,
youth groups, church camps, and going to church on sundays, but never in a school setting.
Despite my atheistic views, I strive to have and follow christian values and morals other than the
supernatural portions, similarly to how Thomas Jefferson saw religion. Prayers and reminders of
christian values were a recurring theme throughout the day with student participation.
After the teacher prayer/study session, we all went to the gym at 8:00 AM to see all of the
students sitting on the bleachers sectioned off by grade and classes, loudly chattering amongst
themselves until the principal walked to the center of the gym floor. Mrs. Paula Florey, the preK9 | Page

6 principal, greeted the students gingerly with a big smile before she went on to daily
announcements. After she concluded the daily announcements, everyone in the gym, including
faculty, faced the large American flag opposite the bleachers before reciting the pledge of
allegiance. Following the pledge, she led the students in a prayer session that reminded what we
all should be grateful for including christian values and ideals. The gym emptied quickly
afterward by class and grade as the students rushed off to their respective home rooms.
By the time John and I waded through the mass exodus, the band room had about 15
students hurriedly stashing their instruments and music before exiting to their home rooms, with
the exception of one. There was one 5th grader patiently waiting for John to give her weekly
lesson. I quickly grabbed my note binder and pencil before the lesson began shortly after the
room had emptied of the hustle and bustle of students. Johns lesson styles were relatively
standardized uniform in reactions to student actions. After this first ten-minute lesson, John and I
traveled to the high school for a few lessons that would take place there in his second office.
Mrs. Carda ( SARDA) had asked John to let me know she would like some assistance
with her low brass in her 7-12 band. I brought my tuba along for this reason alone at first. She
had two tubas in her band that at first glance had severe back problems. She introduced me to the
band and let them know my purpose for being there. The first thing I corrected with the two
tubas was their posture, which was uniformly bad between the two of them. The older and bigger
of the players was in tenth grade. The younger and smaller of the two was in 7th grade and was
mimicking the lax posture and embouchure of the older player, which was poor at best. I sat next
to the older player to listen to his sound and rhythm accuracy. After finding neither of these
things, I attempt to fix his posture by demonstration in the small amounts of time between Mrs.
Cardas conducting. Small improvements were made, but nothing substantial due to the
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unreceptive nature of the player. I then sat next to the younger player so that the bell of my tuba
would be in the direction of both of the players so they could more easily hear their part being
played correctly. They were struggling with their parts due several, fast syncopated sections of
the music. Most tuba players will not venture outside the realm of whole notes ranging to the odd
eighth note in easy diatonic patterns in their music, even in a college setting. It was
understandable that these young players were having trouble, but overall unacceptable. After a
few instructional snippets of information between rehearsal markings, the two players we able to
play the vast majority of their part. I made the both of them write in the counting of their parts
and this fixed all but one problem: sound. There is only so much someone can do with the
equivalent of five minutes of instructional time between rehearsal points in one class period. I
still tried to help as much as I can by instructing the both of them to sit up straight and breath
from their bellies instead of their shoulders. My playing next to them also helped in the sense of
them hearing how a tuba should sound in that setting. Mrs. Carda Approached me afterward to
comment on how much the section had improved in that short period of time. I was genuinely
surprised to hear this, as I only had a few measures to assess their level of playing and no other
prior reference on their performance.
Watching and writing observations on lessons continued at the high school until 10:45 AM. John
has the additional duty of watching over the 5th and 6th grade as they ate during lunch and
leading post lunch prayer. I accompanied him because I might need to do the same things one
day. We ate lunch after the 5th and 6th graders went to recess, the 3rd-4th graders come in from
recess and the other lunchroom supervisor takes over. There were no prayer sessions during
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After lunch, lessons continued until the 4th grade recorder classes came in. I was
surprised by Johns method of teaching these two consecutive classes, well, I mean how he
didnt. He had been using the recorder karate teaching style, where he would hear individuals
in his office play their songs as they master them to earn the next higher belt in the series. As
they complete pieces, they are given a bit of colored ribbon as belts for them to tape on their
name tags on the wall as they finish pieces. After a certain number of belts were earned, the kids
get to choose certain rewards as encouragement to practice. All students were happy playing for
the end prizes they could earn. I have been in loud situations before, but not to this level of hell
before. When you have 20 students independently practicing in one room, the dissonance is
truthfully unbearable. I quickly developed a ring in my ears and a slight headache by the time the
second class was released. I didnt agree with how John taught this class. The student that was
supposed to have a lesson after the 4th grade and 6th grade band did not show up.
John asked me to play in the euphonium and trombone section of his 6th grade band to
help them count and establish a solid sound. I tried to give small bits of advice similar to the
advice I gave the 7th and 10 grader from earlier this morning to no avail. Johns general ayre and
disposition turned from kind and patient to sour and brash as he climbed the podium. I was truly
taken aback by the immediate change in demeanor. I have never seen so many hands go up to go
to the bathroom at once before. There was a constant stream (no pun intended) of people
interrupting rehearsal time by raising their hands and having John call on them. It was either a
coincidence with a certain amount of time after lunch or if they were trying to get out of the gaze
of John. John definitely had a teachers voice, but it seemed to be a cross between reprimanding
and a shout, nonetheless, it was definitely negative. The students didnt respond very well to it
and I knew that I wasnt going to exhibit those same traits. I think his negative demeanor stems
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from the fact that he might be frustrated that he cant teach the finer points of music instead of
simple half notes and counting. I know I want to teach high school for that very reason. I am
capable of teaching an elementary band, but it would eat at me over time of not being around a
good sound.
Day 2
These following journals will not be as detailed because the general daily schedule is roughly the
same. I dont care to be restating something over and over again.
The second day started off with a myriad of lessons of all sorts and lasted until lunch. I
wrote most of my notes on Johns wonderful lesson teaching style from this period of time. It
was helpful to see how he treated each student both the same and differently to suit the
individuals needs. After lunch was comprised of three consecutive classes of third grade general
music classes, two lessons and 5th grade band.
Third grade general music was very different, looking at both John and the students. I
was expecting John to have the same demeanor as he did with the 5th grade band, but I was
pleasantly surprised that he did not. I have never seen him so cheery and excited before. There
were several times that he had to be stern with the students due to their young and unruly nature,
but overall, it was like he was one of them, bright-eyed and cheery. His pacing was fantastic and
only got better as the 3 different classes came and went. The lesson plan comprised of teaching
the notes, rhythms and english words of a russian childrens song. I knew that I would have to
teach the kids the russian version of this song on thursday for my ten minute lesson plan.
5th Grade Band was substantially larger than 6th grade band, and was more unruly with
the same problems. I brought my trombone by request of John to help the low brass section count
and play with a full tone in addition to helping them with the accuracy of their music. The
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posture of this section was absolutely atrocious, as students were slouching so badly, their slides
were parallel to their bodies in the chairs. I was appalled by the students postures. Very few of
the students John gives lessons to have any of the problems I have described thus far. Mrs. Carda
gives lessons to all brass students, and the only brass students that are decently competent are the
trumpets and french horns, leading me to believe Mrs. Carda is a trumpet player. I truly believe
that if John took over all lessons, that the low brass problems I have described would not be
present. With the exception of trombone, John is competent on all instruments and would be
better off in a 9-12 band setting. John seemingly got the band to accomplish things by dragging
them along behind him with his shouting. This is not healthy for anyone, so I approached John
afterwards to address this issue. He said that he didnt realize it was that bad and he will make an
effort to be more patient. I also proposed a plan to get kids to not ask to go the bathroom during
band. The plan was to set aside a few extra minutes at the beginning of band to let the students
use the restroom and to not let them go during band unless it was a true emergency.
Day 3
This day started out the same as tuesday, with a plethora of lessons. The uniform nature
John handles lessons allowed me to only write the few tactics he used that were different from
the other lessons. This allowed me more time to formulate lesson plans for thursday and friday.
After lunch was mass for the students, faculty and public in the parish attached to the school.
After Mass was supposed to be comprised of a few lessons and an early release, but the 5th grade
students had the talk during this time, cancelling all lessons. I discussed my plan for the two
lessons I was to give in the following two days with John so I was properly prepared for what
was to come.
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Day 4
The start of this day was made up of several lessons at the high school. I continued to
type and plan my lessons during this time in between observing lessons. This lasted until lunch.
After lunch was go time with my first lesson plan with the third graders. More information about
my lesson plan success can be found in the reflection of my lesson plans, so I will not bother
typing it twice. Long Story short, It was a smashing success as all of the students surpassed my
expectations as I led them through my lesson plan. I also got a little bit of experience in the third
class of third graders in taking over Johns part of his plan.
The sixth grade band was right after the third grade classes. I brought along my tuba to
play with the band, as they have never seen a tuba before, let alone hear one. I sat with the low
brass again. Half way through the class, John remembered what I had said and immediately
lightened up and became more approachable and receptive to the students needs. The students
responded extremely well to this and more was accomplished during this class than classes in the
past. The bathroom plan also worked flawlessly. This day was the most enlightening yet.
The last day had only a few makeup lessons from the earlier part of the week for those
who missed their lessons. I spent about an hour studying my score and lesson plan before the
fourth grade showed up with their diabolical recorders. I was prepared today, because I brought
my earplugs and a bucket of aspirin (ok not really a bucket). I stood back and interfered as little
as possible to see the natural state of an unregulated fourth grade class. I learned that I will never
leave a fourth grade class by themselves for more than 3.7 picoseconds.
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During the small amount of time after 4th grade recorders and 5th grade band, I talked to
one of the other teachers about my case study. I learned from this long time teacher a valuable
lesson in classroom management. This method has to do with never raising your voice or
becoming aggravated with a student or class. All you have to do is teach your students that when
you raise your hand with your index finger pointed upward, as if you were holding up the
number one, to stop what they are doing/ talking and raise their hands in the same manner. If
they see another student raise their hand in this manner, they must do the same. The key is not to
talk when you want them to do this. The reasoning is if you talk when you make the gesture, it
gives the students the mindset of if the teacher is explaining himself when he does that, I can do
so aswell. I set out to try this if the 5th grade band becomes unruly.
I enter the band room as John concludes warm ups and announcements. I take the podium
and start my lesson plan. The entire band was very well behaved as I was giving them clear and
concise instructions with a cheery, yet firm tone of voice. Only one student asked to go the
bathroom, and it was only after John resumed his position on the podium. I played tuba with the
band for about ten minutes before walking around the band during rehearsal, paying attention to
the individuals needs. I gave helpful tips and tricks and some long due and well deserved
compliments the students had not received too many times before. Following band, the kids had
1000 questions for me and my tuba, which they have never seen before. The lesson and
experience was helpful to everyone present, including myself. I am extremely glad and thankful
that I was able to have this experience.


Two 10-minute lessons and plans

Teacher Candidate
Cooperating Teacher
Grade Level
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John Gorr
John Patzlaff


General music

Common Core/State Standard(s)

With minimal guidance, rehearse, identify and apply strategies to address interpretive,
performance, and technical challenges of music.
Demonstrate understanding of relationships
Between music and the other arts, other disciplines, varied contexts,
and daily life.
Learning Objective(s): Students will be able to(SWBAT)
Students will be able to perform a Russian childrens song in its native language
without accompaniment from the teacher or piano.
Partial Synthesis, according to the Gordon
music learning theory, is when students are able identify tonality and meter by
observing the teacher perform familiar rhythm and tone patterns without solfege.
By teaching students this step, it allows them to listen to music in an intelligent
way by listening for familiar patterns such as scales with in the music.

Singing is important in this lesson because it is one of the most natural ways to
create music and harmony, and thus should be exercised and utilized so
everyone can have the ability to enjoy and respect music.

Music adds to the culture and is an important form an avenue for personal and

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group expression in it. It is also very much a product of that culture and of all the
influences, historical, political, economic as well as aesthetic which have played
upon it.
Ask the class if they are familiar with Russian music, culture and language. Most
are not familiar with exception of one student, whose mother is Russian. The last
class period the class sang the English translation of the song and was able to sing
it without help from the piano.
While students are reciting the Russian words, I will be listening to them for
proper pronunciation and helping them with tricky areas. I will also check to
make sure they have applied the pronunciation to the song itself.
After the students sing the song with the teachers help, the students will sing the
song without help from the piano or teacher.
Key Vocabulary:
First and second endings
Repeat sign

Technology needed
CD player, Piano
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Other required materials

White board, books
Speak clearly and loud enough for a couple hard-of-hearing students in one of the
three class sections.
Lesson Plan Implementation
Lesson Opening (Hook)

Stretches with examples of Russian music playing

Frisbee-sports vocal exercises
Painting letters with body

Teaching Procedures (Step-by-step instructions)

Review song in English
Pronunciation of Russian
Call and response on short phrases
Speak in Russian words in rhythm of song
Sing song with Russian text with teacher
Students sing song without teacher in russian

Lesson Closing (Transition)

Go now in peace closing song
Short ending speech about what is to come next week
Line-up at the door
This lesson plan and its implementation was nearly flawless due to the fact that I was able
to keep the attention of three consecutive third grade classes and progress through my plan
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smoothly each time with improvements. The third time I executed my plan was by far the best of
the three attempts because I was attentive to the class needs and slimed down the fat of my
lesson to a streamlined ticket to learning something new for the students.
Before I had started my plan with the first class, I was extremely nervous for I had no
experience in front of an elementary general music course and was worried that they would get
out of hand. As Mr. Patzlaff was taking the class through their vocalizes, I led the class in
stretches and demonstration in front of the class. After Vocalizes, Mr. P. put the class in my
hands. I am not a very confident or strong singer, so I had practiced the song the night before and
was ready to lead the class by singing the english version of the song with them for a short
review. Before I had the class sing with me, I also asked the class what the first and second
endings in their music was for. The majority of the class raised their hands to answer. After
calling on one of the students and them gingerly proclaiming the answer, I moved on to the
pronunciation of the russian passages. I started with a call and response session one short two
word half-phrase at a time until the end of the piece. I then repeated the same steps with one
whole phrase at a time, then two lines at a time until they could say the entire first and second
verse, which were identical. I asked the class if they were ready to try singing the new words
with the song they already knew. The class was excited and ready to continue learning the song
in its original form. I had Mr. P accompany the class and I at my tempo that I had counted the
class off to. The first attempt was a success in having the class sing the song in its original
language, and was time to speed them up. The end goal was to get them up to the tempo included
on an accompaniment on the CD that came with the song book we were working from. I had the
class run through the piece at ever increasing tempos until we were able to sing with the CD
accompaniment. I handed the class back to Mr. P after my goal was reached and surpassed.
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Teacher Candidate
Cooperating Teacher
Grade Level

John Gorr
John Patzlaff
5th grade

Common Core/State Standard(s)

Anchor Standard 4: K-12.Pr.4
Analyze, interpret, and select artistic works for presentation.
Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch,
form, and harmony) in music selected for performance.
Learning Objective(s): Students will be able to(SWBAT)
Students will be able to perform the first half of the piece titled the Last Dragon by
Rob Grice. They must follow simple dynamics and play their parts with relative accuracy while
listening to how their part fits into the rest of the piece
Partial Synthesis, according to Music Learning Theory, is when students are able identify
tonality and meter by observing the teacher perform familiar rhythm and tone patterns. By
teaching students this step, it allows them to listen to music in an intelligent way by listening for
familiar patterns such as scales with in the music.
The low brass have had an extremely difficult time grasping the basic rhythm and notes
of the piece in general. The rest of the band has moved to the Symbolic Association stage in
music learning theory and must accommodate for them by asking them to listen to what the low
brass are playing and how it fits into the rest of the piece and their music. It is extremely
important to keep the rest of the band engaged during the time I work with the low brass or they
will become unruly and bored.
The low brass students in the last band period were not able to play their parts with nearly
any accuracy and would skip over rests, as they were not counting. The rest of the band had a
few minor counting, and dynamic issues, but could play their parts.
As I have the low brass play their parts very slowly, following me, I will listen to their
part accuracy and adjust my tempo until it is up to speed. The rest of the band will count aloud
while following their parts so I can listen for anyone with severe counting issues.
The low brass should play their parts so they can be heard over the rest of the band during
the measures of 13- 23, as they have the melody, all other times they should be loud enough to
support the rest of the band instead of being completely inaudible
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Key Vocabulary
Practice technique
Technology needed
Possible metronome
Other required materials
People with chronic dry throats may bring water bottles to class so they do not have to be
excused during rehearsal time.
Lesson Plan Implementation
Lesson Opening (Hook) (5 minutes)
Mr. Patzlaff will run warm-up with a Bb concert scale and warm-up studies in
Essential Elements book # 86, 87
Teaching Procedures (Step-by-step instructions)
First Section:
I will take over the conductors position and will
ask the students to take out The Last Dragon by Rob Grice. I then will
tell the band that we will only rehearse from the beginning to measure 23
at the tempo they are used to. I will ask the band what they should have
heard between measures 13-23. I will respond with the trombones and low
brass. After telling the low brass to play their parts as loud as they can
when they play it, I will run measures 13-23 with the whole band. Before I
run those measures, I will ask the rest of the band to listen for the low
brass. By a show of hands, I ask the band to tell me if they could hear the
low brass. Most of the band will not have heard the low brass, as the low
brass do not have their parts learned to an adequate level as of yet.
Second Section:
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I will cut the tempo in half. I will instruct the low

brass to play their parts at the slower tempo while the rest of the band
counts out loud 1&2&3&4,&1&2. So they are heard by the low brass
to help them keep a steady beat. After the low brass play the soli section
with relative accuracy, I will set a slightly faster tempo for the rest of the
band to count to and repeat this step three to four times until the low brass
are confident with their parts. After this point, I will make the point that
what we just did is proper practice technique and should be followed by
all of the members of the band with the addition that the point of rehearsal
is to listen to others parts to hear how the individuals parts fit into the
ensemble.( I am aware that this is an advanced level lesson, but I am
making the point to stress how to practice and that the bands they will one
day be apart of will take this more seriously. Many of the fifth grade
students have routinely failed in the last few weeks in their personal
practice time and especially technique.) I will have everyone play together
from the beginning until measure 23. Before I have them play this section,
I will remind them to listen for the different parts that are happening
within the piece and let those parts shine, by lowering their dynamics
for the sections they do not have the melody.

Lesson Closing (Transition) (5 minutes)

I will point out the second low brass soli section later in the piece contains the same ideas as the
13-26 section and the same ideas should be observed there as well. I will start them one rehearsal
marker before the last section mentioned in the prior statement and will have them finish the
piece off if time is permitting. If there is not enough time to do this, I will relinquish control of
the band to Mr. Patzlaff so he can give the reminders for the week following before the students
put their instruments away before the end of class.
This lesson was successful overall, but not as successful as I had hoped. The low brass
did make an improvement in their ability to play their parts, but it will take some time for them
to get a good grasp on their individual parts. The rest of the band finally had the opportunity to
hear what had been missing since they started this piece and now know how to adjust
individually to better balance the band. Singling out the unpreparedness of the low brass helped
them realize how they werent contributing to the rest of the band. Not once did the band get out
of hand in chatter amongst themselves or playing out of turn while I was on the podium. The
band did start talking a bit more after Mr.P resumed his position on the podium and needed to be
quieted down. I got a chance to try the silent finger pointing up strategy, and to Mr. Ps
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surprise, it was a complete success. I will take that technique with me wherever I end up teaching
for a crowd control method. I really enjoyed this opportunity to teach from the podium for the
first time. I understand that my future experiences will not be as smooth, but I will adapt to best
my future challenges as a music educator.


Reflection and Self-Evaluation (Goals)

JFE Reflection: My experience

My junior field experience was one of the best experiences I have had since I started here
at NSU. I was apprehensive at first due to the age group I will be in contact with throughout my
experience. I was under the impression that the 3rd-6th grade age range would be the most
unruly due to my past experiences with younger family members and observations in a noneducational setting of that age range. According to Piagets stages of cognitive development,
most of the students I would be working with will be in the concrete operational stage, allowing
them to conceptualize real world ideas and figures. For my preferred teaching style of complex
styles and abstract thought of music and its interpretation, I know I want to teach in a secondary
setting that nearly all of my students have entered, and have a decent grasp on the formal
operational stage; allowing them to work with the complex hypothetical issues and operations
required to understand style and interpretation of music. In relation to my goal to get accustomed
to a younger and mentally-less capable student group whilst keeping their attention in an
engaging way in addition to teaching appropriate curriculum, I have accomplished my goal;
therefore, I am now confident that I am capable and accel at teaching the age group stated prior.
There was a strange, yet mostly orderly relationship between my cooperating teacher,
students and myself. Most of the day for my cooperating teacher was made up of one on one
lessons with each of his students minus the few brass players. His demeanor and strategy for
teaching each lesson minus one or two students that have obvious exceptions, was calm and
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supportive. The students hardly noticed or cared that I was furiously scribbling notes down
behind them of the lesson methods. In the 3rd grade general music classes, my cooperating
teacher almost became a different person entirely, embodying a happy and energetic youthfulness
that captivated the young students attentions. Everything changed in the two different band
settings he had. He had a mostly negative and controlling attitude most of the time as the kids
desperately and constantly asked to use the restroom, seemingly to get out of class and the gaze
of an angry director. The students were mostly unruly and hard to control for him in both 5th and
6th grade bands. My role in each of the settings minus the lessons was looked upon by the
students in a cheerful way as they were glad that I was there. The unruly bands were calmed by
my presence and even more so when I gave instruction to the students. I kept a light and happy
demeanor that quelled the slightest of uprisings before they became the slightest inkling in the
minds of the students.
My use of methods and materials was limited to the 3rd grade general music classroom
due to the use of the book set they have been using in the past. Having the material that I needed
to teach made it extremely easy to convey and follow my lesson plan as it adapted through the
three consecutive classes. Knowing each step of music learning theory helped ensure that the
pacing of my lesson plan was adequate and appropriate for the each class I had the opportunity
of teaching. In the unguided band setting, I felt that I was able to adapt the the group more due to
the fact my goals were not set out in extremely small steps that I may drag the class through
without realizing. I could really tailor the experience for the students without an extremely strict
end goal that the students may not achieve. In addition to the benefits listed above, I was able to
interject a few extra bits of information pertinent to curriculum but were not written down in my
lesson plan verbatim, but fit in well with my base structure of the lesson plan. Adding a few extra
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points when appropriate didnt impact my pacing within class time restraints by a significant
amount. Overall, the pacing of the lesson and the attentiveness of the students were adequate and
overall, above average.
I had a few extra responsibilities throughout the week that let me teach and observe in an
unstructured way. One such example of observation was watching over the first lunch period.
This allowed the students to talk with me in a bit of a free way that resulted in them getting
accustomed with me very quickly. I dont believe my success would have been nearly as
pronounced if I stood quietly and motionless in the corner scribbling on my notebook the entire
time. I had to rearrange the band room between classes a couple of times and is hardly worth
mentioning more than once in a paragraph. I had the opportunity of playing with a few sections
of the high school, 5th and 6th grade bands that allowed me to give specific tips and instruction
during rehearsal to said sections. Each time I joined the sections, they made significant
improvement due to the instrument and specific instruction they were lacking during a rehearsal
I was able to achieve all but one of my goals for this experience. I only partially
completed my goal to read and understand the SD standards for the grades and ages of the
students I came in contact with. The main reason I did not achieve this goal was because the
majority of students I observed were slightly below the SD standards. I was not completely
prepared when I first showed up. I quickly became accustomed to the standards appropriate for
the particular classes I would be around by communicating and reviewing with my cooperating
Overall, my demeanor and presence in the classroom was cheerful supportive with a
sense of humor that allowed student to trust the instruction and advice I gave to them.
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Throughout the week the students became more and more interested in me, my instruments and
the things I had to say as their respect and comfort with me grew. It felt very natural to be in an
educator and role-models position. I sorely miss that role that I briefly stepped into for a short
five days. I am looking forward to a longer term setting where I may see an even more
pronounced growth in my students. I want to see what I can really do for the students I instruct.

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