Amanda Parker Title: Pre-K Tempo Lesson Date: Fall 2012 Artifact Description: This artifact is a lesson plan,

that I planned and delivered during my Elementary Music Methods in the Fall of 2012 under the direction of Dr. Trey Davis.

ALIGNMENT Wisconsin Teacher Standard Alignment This experience best aligns with standard four of the Wisconsin Teacher Development and Licensure Standards which states: The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. This experience aligns with standard four because for my lesson, I understood that the use of different instructional strategies would benefit each of the students in my class. I was able to use this concept to plan and deliver my lesson using skills that I had developed in my Elementary Music Methods class to administer successful instruction to my students, and I allow my lesson to be flexible and accessible for every student. I created this lesson to build on Wisconsins Model Academic Standards for Music Literacy standard E.4.3 which states: identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing. My goal for this lesson was to instill an understanding of tempo, or speed of music, through a variety of different mediums including colored paper, illustrations, and audio equipment. I was given a group of three- to five-year old children from the Childrens Center to give this 15-minute lesson plan. I was given access to audio equipment and a whiteboard, but it was up to me to make the lesson as accessible as possible for students that would be learning about tempo for the first time. I taught three different tempos using color-coded paper that was labeled with the Italian word that would be typically seen in music on one side, and the English equivalent on the other side. I also used pictures of animals that would relate to the tempo given. For example, I used a turtle to illustrate the slowest tempo. Both of these delivery methods allowed children with strengths in visual learning to grasp the material. For students that excelled in auditory learning, we listened to three different speed of the same song. I used a computer connected to a sound system for audio examples. On my computer, I have software that allows me to instantly adjust the tempo of music at the push of the button. Using this technology, I was able to explore different tempos with the students. They then identified at which tempo the song was playing. For children who needed kinesthetic reinforcement, the children and I then walked in place to the beat of the music so that the students could feel the different speed at which they were walking. By the end of the lesson, the students were able to comprehend the different between three different tempo markings in music. UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment I align this experience most closely with KSD 3.e which states: The candidate has the ability to make appropriate adjustments to his/her instruction and accommodates students' questions and interests while being aware of student differences and difficulties, and can use a wide range of resources and strategies to meet all students' needs in the classroom. While I was teaching this lesson, I was able to assess the success that the students were having in order to adjust my lesson to make the material more accessible to all of the children. I understood that children learn differently, so I made the visual representations color coded so that they were easier

to identify. I used illustrations so that children could relate an icon with the Italian word. I used aural examples to demonstrate how each tempo would sound different, and I used kinesthesia to allow the children to physically feel the difference between tempos. In this way, I was able to make the material accessible to each student. Secondary Alignments: KSD 1.d KS 3.b

REFLECTION What I learned about teaching/learning: I learned the importance of using different mediums and outlets to address the materials that I am teaching the students. I learned that each student has his or her own unique way of learning, whether its visual, auditory, or kinesthetic, and it is important that I find ways to foster those different learning styles. What I learned about myself as a prospective educator: Through this experience, I learned that having every available mean of educating a student on a particular topic is the best way to teach. It also allows the class to have several different changes of pace so that no child is left out or bored for the entire class period. As a prospective educator, I need to make it my goal to facilitate every students learning needs through any avenue necessary.