Standard 1 - Know students and how they learn
1.1 Exposing students to different kinds of music - a Dirty Loops clip
1.1 Physical, social and intellectual development and characteristics of students
Each and every student has a different social, physical and intellectual capacities, and this is evident especially in a large class of 25 music students that all have different opinions on many things. As a finishing activity for the semester, the students were ushered into a computer room where a projector was displaying a YouTube clip onto the screen. They were then given a listening class, in which they were shown numerous different music videos and YouTube clips pertaining to certain uncommon but interesting bands that most of them probably had never heard of. The reason for this is to expose them to the wide world of music, and cater for the different musical tastes in the room. This activity also seemed to create discussion between numerous students on many music related topics, which helps to get the students interacting with each other socially and intellectually.
Each and every student has a different social, physical and intellectual capacities, and this is evident especially in a large class of 25 music students that all have different opinions on many things. As a finishing activity for the semester, the students were ushered into a computer room where a projector was displaying a YouTube clip onto the screen. They were then given a listening class, in which they were shown numerous different music videos and YouTube clips pertaining to certain uncommon but interesting bands that most of them probably had never heard of. The reason for this is to expose them to the wide world of music, and cater for the different musical tastes in the room. This activity also seemed to create discussion between numerous students on many music related topics, which helps to get the students interacting with each other socially and intellectually.
1.2 Sibelius task
1.2 Understand how students learn
It is important for teachers to understand and effectively recognize the variation in student learning. This learning variation can be controlled by the teacher and the environment that the students learn in. Students were assigned a task that effectively accommodates for the difference in these learning needs. Students had to create their own blues riff using a set of notes from the blues scale, and then after putting it into Sibelius (with rhythm section accompaniment), were able to play their own compositions to the class if they so desired. This activity caters for the students who want everyone to see what their doing, whilst it caters for the student who prefer to keep their work to themselves.
It is important for teachers to understand and effectively recognize the variation in student learning. This learning variation can be controlled by the teacher and the environment that the students learn in. Students were assigned a task that effectively accommodates for the difference in these learning needs. Students had to create their own blues riff using a set of notes from the blues scale, and then after putting it into Sibelius (with rhythm section accompaniment), were able to play their own compositions to the class if they so desired. This activity caters for the students who want everyone to see what their doing, whilst it caters for the student who prefer to keep their work to themselves.
1.5 Differentiate teaching to meet the specific learning needs across the full range of abilities
Similarly to focus area 1.1, this focus area considers the different abilities and characteristics of students. In a music classroom, dealing with this properly is crucial to successful learning. During a year 10 theory class, one student put up their hand and said that they had no idea what was being discussed in the classroom. To combat this difference in ability, the rest of the students were set a number of tasks on the board to complete, and the student that was struggling received one on one help from me. Whilst the other students were working quietly, I managed to assist the other student and bring her up to speed on what everyone was working on.
Similarly to focus area 1.1, this focus area considers the different abilities and characteristics of students. In a music classroom, dealing with this properly is crucial to successful learning. During a year 10 theory class, one student put up their hand and said that they had no idea what was being discussed in the classroom. To combat this difference in ability, the rest of the students were set a number of tasks on the board to complete, and the student that was struggling received one on one help from me. Whilst the other students were working quietly, I managed to assist the other student and bring her up to speed on what everyone was working on.