Justin Jared Davis

1. Reinhardt University Music Education (P-12) "Tell me, I forget…show me, I remember…Involve me, I understand." ~Carl Orff Justin Jared Davis

2. Chapman Intermediate School • Woodstock ,Georgia • 1208 students • Suburban/ Upper Middle Class Area • Beginning Band (55 students in one class) • Class was held in Cafeteria • Michael Foxworth, Collaborating Teacher • Dr. Pam Colvin, Principal

3. Students at Chapman IS

5. Etowah High School • Woodstock ,Georgia • 2103 students • Suburban/Upper Middle Class Area • White 75.5% ; Black 6.9% ; Hispanic 12.8% • Marching and Concert Band (15- 35 students in each class) • 2010 National Blue Ribbon School • Michael Foxworth, Collaborating Teacher • Mr. Keith Ball, Principal

7. 3rd Period Advanced Class

8. 4th Period Beginning Class

9. 5th Period Intermediate Class

10. 6th Period Intermediate Class

11. Daily Schedule 7am – 7:15am EHS Band Room Duty 7:30am-7:35am Tardy Detention Hall Sweep 7:50am-8:45am 6th Grade Band (CIS) 9am-9:25am Planning Period (EHS) 9:27am-10:17am 3rd period Advanced Band 10:23am-11:59am 4th period Beginning Band/ Study Hall 11:59am-12:28pm Lunch 12:34 pm- 1:24pm 5th period Intermediate Band 1:30pm- 2:25 pm 6th period Intermediate Band 2:30pm- 3pm End of School/Post planning

12. Fears Being the Rookie on Staff Not being able to answer all the student’s questions Making stupid statements Strengths Knowledge of Music People person Passion for Band Conducting Ensembles prior to student teaching Weaknesses Marching Knowledge Aversion to asking questions Woodwind Pedagogy Beginning of Student Teaching

13. PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT

14. How did you use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

15. In music classes, students come to the classroom with a wide spectrum of ability levels and experience. Band directors must continually differentiate to make sure all students are able to access the same essential content. We used the marching band music, drill, 150 Exercises , and other musical scores to reinforce musical concepts. The students were also divided into different sections of band courses. Advanced (grades 11 & 12), Beginner (grades 9-12 for first year player), and Intermediate (grades 9 & 10). The course names of these classes are deceiving, because students from all abilities levels were in each class. Students were not placed in band class by testing or by audition, but through the registrar’s whim.

16. Lesson Plan I (Marching Music) Georgia Performance Standards: • MHSIB.2 - Performing on instruments, alone and with others, a varied repertoire of music; • MHSIB.3 - Reading and notating music; • MHSIB.7 - Evaluating music and music performances Specify Essential Content/Objectives: • Play through marching band show music isolating sections of each movement with special attention dynamics, attacks, and releases. • Remind students to be aware of their moves in the marching band show while performing music. (Students will refer to their coordinate sheet) Materials • Show music • Warm-up • Instruments • Marching Band Coordinate Sheets

17. Lesson Plan 1 cont’d Activate and Pre-Assess Student Prior Knowledge: Students will play warm-ups with special attention to attack, releases, and dynamics. Provide for New Knowledge Acquisition: A selected student will lead the breathing exercises, and warm-up exercises paying close attention to individual conducting style and the ensemble’s attacks, releases, and intonation. (with my assistance) Play through each movement of the half-time show Great Wall:; be careful of intonation when crescendo (sharp) and decresndo (flat) *m.65 Peaceful Village: students need to mark set numbers and counts. Students will be encouraged to play with control. Intonation is a major issue in this piece.

18. Lesson Plan I Cont’d Adjust Assignments for Student Applied Practice: • Students will mark time and step-off in place to represent their move in the halftime show. Conduct Post-Assessment for to Independently demonstrate knowledge and competencies: • Students will pass-off their music and drill during class and after school. Reflect on Learner Progress: • Students will continue to work on playing with good tone, attention to attacks and releases, and dynamic contrast. New members are continuing to become better marchers, players, and contributors to the band.

19. Lesson Plan II (6/8 Lesson Plan) A. Identify/Reference National, State Performance, Local Curriculum Standards: • MHSIB.2 - Performing on instruments, alone and with others, a varied repertoire of music; • MHSIB.3 - Reading and notating music; • MHSIB.7 - Evaluating music and music performances B. Specify Essential Content/Objectives: • Reinforce playing in 6/8 time using a rhythm sheet, and the march Them Basses • Rehearsal of marching band show music isolating sections of each movement with special attention to articulation, and the continued mastery of dynamics, attacks, and releases. C. Collect a Variety of Materials/Resources for Student Use: • Instruments • Warm-up Exercises • Tuners • 6/8 Rhythm Sheet • Them Basses • Show music

20. Lesson Plan II cont’d • E. Provide for New Knowledge Acquisition: • A selected student will lead the breathing exercises, and I will lead the warm-up exercises paying close attention to the ensemble’s attacks, releases, intonation, and articulation. • Students will use 6/8 Rhythm Sheet to clap and count to prepare for performance of Them Basses • Play sections of Them Basses • Play through each movement of the half-time show • Great Wall: Points of impact; and marcato articulation throughout. (use bopping exercise) • Peaceful Village: mm 20-22. Students will be instructed to hold notes for their full values. • Asian Festival: Work on the major ff points of impact. Continue to work on trumpet articulation throughout and playing as balanced section. (Use bopping exercise)

21. Lesson Plan II Cont’d F. Adjust Assignments for Student Applied Practice: • Continue to use Rhythm Sheet to reinforce playing in 6/8 • Isolate troubled rhythmic sections of Them Basses by clapping and counting. • Students will are required to attend after-school sectional rehearsals on Wednesday’s to work on section playing, and individual playing and marching. Students are also encouraged to stay after school with me for individual help with marching music, scales, and All-State Solos. G. Conduct Post-Assessment for Students to Independently Demonstrate Knowledge and Competencies: • Students will be asked to correct (clap and say) rhythms in 6/8 if they are performed incorrectly. • Students will continue to perform selections from the marching show for their section leader and the band director.

22. Lesson Plan II Cont’d H. Reflect on Learner Progress: We tried to sight-read Them Basses in class yesterday, and many of the 9th grade students had not played music in 6/8, so I had to go back and teach 6/8 to reinforce the playing of Them Basses. I gave a brief explanation of 6/8, I don’t believe it was sufficient. The students are growing as musicians, and their tone and attitudes are becoming more mature. Their overall performance is headed toward a superior rating.

24. Lesson VI (Holiday Concert Preparation) Identify/Reference National, State Performance, Local Curriculum Standards: • MHSIB.2 - Performing on instruments, alone and with others, a varied repertoire of music; • MHSIB.3 - Reading and notating music; • MHSIB.7 - Evaluating music and music performances; • MHSIB.9 - Understanding music in relation to history and culture; B. Specify Essential Content/Objectives: • Preparation for Holiday Concert on December 7, 2010 • Rehearsal of Holiday Concert repertoire with attention to correct notes, correct rhythms, style, and knowledge of expression marks. C. Collect a Variety of Materials/Resources for Student Use: • Instruments • 150 Original Exercises • Tuners • Concert Repertoire (Three Moods of Hanukkah, Still, Still, Still ,Christmas Classics)

25. Lesson VI cond’t D. Activate and Pre-Assess Student Prior Knowledge: • Students will play warm-up exercises from the 150 Original Exercises. • Students will sight-read, tune, and play scales. E. Provide for New Knowledge Acquisition: • Students will to tune using an electric tuner, and will be asked about the adjustments that are need to play in tune. shorting or lengthening of the their instrument, air stream, embouchure position) • Play through concert music: • Still, Still, Still: Students will be challenged to listen across the ensemble and assess which section has the main theme or melody of a particular section of the song, and students without the melody will be asked to be sensitive and supportive to that theme. • Three Moods of Hanukkah: Students will be asked to mark all key changes, meter changes, and be ready to change styles for each song. • Christmas Classics: Students will be challenged to be aware of the rhythmic challenges of this piece, and the varied styles used in each Christmas carol. In order to give this piece an artistic performance, dynamics and articulation markings must be addressed and followed closely.

26. Lesson VI cond’t F. Adjust Assignments for Student Applied Practice: • Sections of the band that are not executing the music well will be asked to play the section alone, and will assess their own performance. Students in other sections will be asked to assess the section that is being remediated. • Students will be required to attend an after-school rehearsal to join the with the other band classes. G. Conduct Post-Assessment for Students to Independently Demonstrate Knowledge and Competencies: • Students will audition for solos and participate in small ensembles after-school. • Students are also evaluated at after-school rehearsals and will be evaluated at the Holiday Concert on December 7. H. Reflect on Learner Progress: • The students are becoming better sight-readers, and are becoming more mature in their musicianship.

27. EHS HOILDAY CONCERTDecember 7, 2010 7pm

29. PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

31. How did you utilize a variety of strategies to differentiate instruction and assessment?

32. It is a must for music teachers to differentiate, and it was the normal instructional method in music rooms before differentiation became mainstream in other classrooms. I had to isolate sections of musical selections for students who did not play the music correctly or play in tune. I asked the students to play incorrect sections, clap the rhythm, and even sing the part. During marching band, students marched in place while playing to simulate their moves in the halftime show. I constantly challenged the students to think about every aspect of their music; tone production, intonation, and their sense of timing. Needless to say band teachers activate almost every learning modality.

33. Impacting Student

35. How did you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

36. Early on, musicians are constantly assessed through performance. The students we are required to memorize all music for marching band, and were informally assessed during large group rehearsals and sectional rehearsals. The students had to perform each piece for a leader in the band for formal assessment. Their participation at football games, competitions were also gauges for formal assessment. The marching band staff and I used this to evaluate the strong and weak sections of the marching show performance to improve their adjudicated competition performance evaluation .

37. Sometimes we moved at a slow pace to reinforce the marching drill. The Etowah band had over 50 inexperienced and new members. I gained ample marching band experience from teaching so many people who had never marched and played at the same time. I would liken our dilemma to having 10 learning disabled students in an Advanced Trigonometry class.

39. Etowah High School Eagle Marching Band

41. Adjusted Assignment Rubric

44. Visual Aid

45. Sixth Grade Evening with the Arts

46. Etowah Advanced Band Holiday Performance

47. PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT

48. Professional Development Activities Involved in several Parent/Teacher conferences during the marching band season Etowah Faculty Meetings( September, October meetings) Assisted the Cherokee County School District Music Faculty in the First Round of Governor’s Honors Program Audition 11/2/2010 Etowah High School Parent Teacher Student Association Curriculum Night 10/14/2010 Accompanied the EHS Choirs at their fall concert. (piano) 10/19/2010

49. Professional Organization Memberships Georgia Music Educators Association Music Educators National Conference Student Professional Association of Georgia Educators Pickens Arts and Cultural Alliance

50. Teaching Philosophy