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Music Teachers Chatboard

by Mrs H

Nov 17, 2014

Hi everyone - my district is using the Marzano framework for our evaluation system, and it's the basis of pretty much all our staff meetings. We are supposed to come up with a "creative, turbo-charged, rigorous lesson that focuses on DQ4: What will I do to help students generate and test hypotheses about new knowledge?" It's supposed to be based on previously taught information and used to deepen knowledge. It must include all of the following: learning target, a sequence of questions (increasing in difficulty), cooperative groups, a graphic organizer, differentiation, and a formative assessment such as an exit slip. HELP!! The art teacher and I are totally stumped. How can we include all that in 45 minutes AND actually create music/art?? Is anyone else using Marzano? How are you making this work at the elementary level seeing kids just once a week? For me, making music is much more important than discussing it. How am I going to "deepen knowledge" of a new pitch or note value? What ki...See More

what about... Some kind of composing activity using previously learned rhythms/melodic patterns?

SOme of this is a stretch, but...

Hypothesis: this will sound better if I... (end the pattern with a longer note, use some kind of motif, end on do, don't skip around too much, etc.)

Learning target: Students will be able to create a 8 meas...See MoreSome kind of composing activity using previously learned rhythms/melodic patterns?

SOme of this is a stretch, but...

Hypothesis: this will sound better if I... (end the pattern with a longer note, use some kind of motif, end on do, don't skip around too much, etc.)

Learning target: Students will be able to create a 8 measure rhythm using sixteenth notes, eighth notes, and quarter notes

Sequence of questions: Create a measure Create a 4 measure phrase Create a 4 measure phrase question, and 4 measure phrase answer Or Create with quarter and eighths Create with quarter, eighths, and sixteenths Create with quarter, eighths, sixteenths and two sixteenth eighth patterns

Cooperative groups: Each person create one 4 measure rhythm and combine with another partner or several people to create a longer pattern.

Graphic organizer: notation is a graphic organizer. Or, have them create their own notational system to show what they've written; or use beat pies (circle is beat, circle in half is eighth notes, etc.)

Formative assessment: Checking the measure, 4 measure pattern, etc. Exit slip=performing their work for the class

Differentiation: Self differentiated as they can create easier and harder to perform patterns. Lower functioning students could only create one measure to combine with others. Or, a really low functioning student could just do four quarter notes, etc.

On 11/17/14, Mrs H wrote: > Hi everyone - my district is using the Marzano framework > for our evaluation system, and it's the basis of pretty > much all our staff meetings. We are supposed to come up > with a "creative, turbo-charged, rigorous lesson that > focuses on DQ4: What will I do to help students generate > and test hypotheses about new knowledge?" It's supposed to > be based on previously taught information and used to > deepen knowledge. It must include all of the following: > learning target, a sequence of questions (increasing in > difficulty), cooperative groups, a graphic organizer, > differentiation, and a formative assessment such as an exit > slip. > HELP!! The art teacher and I are totally stumped. How can > we include all that in 45 minutes AND actually create > music/art?? > Is anyone else using Marzano? How are you making this work > at the elementary level seeing kids just once a week? For > me, making music is much more important than discussing it. > How am I going to "deepen knowledge" of a new pitch or note > value? What kind of hypothesis is a 4th grader going to > generate about low La? > Thanks for any insight you can give me at all!!!

Nov 17, 2014

Mrs H This is great stuff - thank you very much!!

On 11/17/14, what about... wrote: > Some kind of composing activity using previously learned > rhythms/melodic patterns? > > SOme of this is a stretch, but... > > Hypothesis: this will sound better if I... (end the pattern > with a longer note, use some kind of motif, end on ...See More

Nov 18, 2014

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