Anna Ragan- Music Education, Music Performance

1. Anna Ragan-Music Education,Music Performance Candidate Teaching PresentationFall 2009Price School of EducationReinhardt College

2. We are the music-makers, And we are the dreamers of dreams, Wandering by lone sea-breakers, And sitting by desolate streams. World-losers and world-forsakers, Upon whom the pale moon gleams; Yet we are the movers and shakers, Of the world forever, it seems. ~Arthur O'Shaughnessy

3. Tapp Middle SchoolErin Cole, Collaborating Teacher • 6-8 Grade Band • Approx. 1100 Students • Powder Springs, GA • Predominately black, few whites and Hispanic • Lower-middle class community

4. Class Information • Approx. 50 per class • Concert, Symphonic, and Jazz class for 7 & 8 • 6th: woodwinds/percussion/brass separate • 1st period: 7th symphonic • 2nd period: 7th concert/7th jazz • 3rd period: 8th symphonic • 4th period: 8th concert/8th jazz • 5th period: planning • 6th/7th periods: 6th grade 1 and 2 • Early morning band/after school band: 45 minutes for extra help and practice opportunities.

5. Thoughts Before Student Teaching I didn’t have any fears—I was just ready to jump into teaching and be able to gain practical experience to back up all the theories I had been studying for four years. I felt completely comfortable with my knowledge of content, but then realized when I got to the school how many little practical things I could learn (fingerings, a working knowledge of transposition, etc) I knew the biggest learning areas would be bridging the gap between theoretical knowledge and real-life in the classroom

6. Domain I: Planning 7th Grade Unit: Chrysalis by Michael Story Preparation for Performance Planning involves picking the music based student skill level and score study prior to passing out the music to the class.

7. PLANNING 7th Grade Trio: Picking music, teaching, rehearsing, and preparing for Solo/Ensemble performance.

8. 8th Grade Unit: 8th grade night at McEachern High School Planning involves music preparation as well as logistical issues to be sorted out by merging two school bands for a performance. Planning

9. Planning 6th Grade Unit: From no musical experience to a concert performance. Planning involves previous knowledge of all the instruments in order to teach kids how to play “from scratch.”

10. Domain II: Differentiated Instruction and Assessment

11. Differentiated Instruction and Assessment

12. Domain III: Impacting Student Learning Ways used to help bring this part together originally: Listening to audio track, tizzling, hearing teachers play together Adjustments made: have students clap their parts—separately and then simultaneously. Then have them play their parts—separately and then together Student mastery was demonstrated when they could successfully play these parts without assistance in any way from the teachers. Just a glimpse of the nitpicking of music making: so many small parts to be worked out to make the glorious whole.

13. Impacting Student Learning: Assessment Clapping, tizzling, counting, singing, volunteering, students’ explanations. 7th Grade Trio Contest Results The mastery of the subject matter/concepts is shown through their performance on a daily basis. 8th Grade McEachern Night Fight Song 7th Grade Performance of Chrysalis

14. Professional Responsibilities & Organizations • County In-Service for all music teachers • Professional Learning Day: meeting with high school band directors to discuss “vertical learning,” or the transition from middle to high school • Help with various handouts throughout the semester • Member of: PAGE, CMENC, NBA, NFA, AFC

15. Conclusion • Future Challenges: Inspiring/motivating apathetic children and creating lovers of learning • Candidate to Teacher: Making the change from assistant to being in charge full time, from helping with brainstorms to being the vision • Advice to others: Be open and flexible, for there is a chance to learn in everything. Be willing to be wrong and admit mistakes, for there is a greater opportunity for improvement • Work for a couple of years and pursue my masters degree in music ed. Am contemplating pursuing a doctorate as well. Continue with in-service conferences and expanding network of colleagues from which to learn and grow in the music education community

16. As I complete my semester of student teaching--eighteen weeks of classroom life, teaching an approximate 400 students in a low-income area, my philosophy has not changed so much as been confirmed in my mind. I have seen children change under my tutelage and I remain convinced that when they know how much we care, then and only then do they care what we have to teach them. There is no feeling in the world like  seeing a child discover something new and reach that moment of indescribable satisfaction at conquering something.  It matters not whether the subject matter is music, or math, or history...the best interest of the student is our primary concern. It was once said, "A teacher has two jobs; fill young minds with knowledge, yes, but more important, give those minds a compass so that that knowledge doesn't go to waste." As teachers, we have the huge responsibility of educating and nurturing future generations. When we decided to teach, we are making a commitment to serve our students to the best of our ability. This means believing that they are capable of doing the things we set in front of them. We believe in them, even when they lose faith in their ability.  And as we watch our students grow, sharing in their failures and successes, we can rest in the knowledge that we have helped them along the successful path of lifelong learning. This, then, is the greatest reward of teaching. Philosophy Beginning * Working * Final