Hello again. As part of my CEP811 course I am learning and understanding Universal Design for Learning (UDL). On March 20, 2013, I blogged a lesson plan regarding learning to perform march style.
What we have below are the guidelines for UDL. To the left are the guidelines. To the right are my notes describing whether or not my plan holds up to the UDL standards. You may also notice that several of my notes are followed by an asterisk (*) and either the work "feature" or "barrier". These are particular guidelines that I felt my lesson either really shined or needed decoded to meet UDL.
This is based on my previous lesson plan for CEP811, “Learning March Style”.
UDL Guidelines – Educator Checklist
Students learn by watching, listening, and doing.
Watching and listening activities.
Students see variety of people present information, whether it is me modeling, or a professional organization performing on video. Students also have a visual on note lengths.
This is a lacking part of my lesson plan.
Although not in my lesson plan, I do have posters in my classroom displaying symbols and musical definitions.
We relate note lengths to mathematics by having students imagine playing a note for a certain length or percentage of its full value. It is necessary for me to review percentages in order for students to understand the musical lesson. *feature
When it comes to listening to an ensemble performing a march, students are engaged in listening to music versus instruction.
Students take previously learned concepts and apply them to a new piece. In a sense, it is like adding layers to a cake. Students constantly use earlier concepts and build with new ones.
There is certainly a time to review previously learned concepts. Also, with marches there is plenty of opportunity to present the historical information.
As an ensemble, there are plenty of opportunities to learn about relationships of each part in the music. For example, a clarinet player needs to know how their part fits with the trumpet part. Also, the concept of listening across the ensemble comes into play because it is important for students to learn how to musically play with one another.
I believe this falls under pacing a lesson. If we try to accomplish too much at once, students will become overwhelmed with information. It is very important for me to get a feel for when it is time to change directions and focus on something else.
This is a luxury of working with an ensemble. When an ensemble is preparing a piece of music for performance, there is plenty of time for reinforcement of new concepts. As far as transfer of style is concerned, I can always refer students back to previous pieces performed.
Students are performing on musical instruments. *feature
Students can respond by performing on instruments and also by singing.
Applying previously learned knowledge, using imitation while playing on an instrument, self-evaluating their own performance by writing.
I integrate video, such as YouTube. I also use digital recording and playback when we are self-evaluating.
This is not mentioned in the lesson plan. However, when we get into phrase shaping, I like to have students volunteer ideas by playing as soloists.
n/a *barrier. I could see this potentially being a webquest.
This definitely happens when it comes to self-evaluating performances. I also like to have students compare and contrast different performance that they see/hear. This provides an excellent opportunity to write/blog. *feature
Scaffolding happens as students apply previously learned knowledge to future pieces of music.
As an ensemble, we are always moving forward. As we progress, it is important to me to allow my students help with goal setting.
This is an exciting part of teaching the same students for multiple years. As students become more experienced, I like to get them more involved with goal setting and the direction of our ensemble as a whole.
Once we begin self-evaluation, I give my students a chance to voice what they think needs to happen to make them a better ensemble.
I do this as the teacher. However, the students do not have much of a chance to explore different avenues of learning the material.
As I stated in the lesson plan, the real interest and motivation comes from being able to make music together and being good at something.
Since students are performing as an ensemble, there is not much chance to focus on individual choice. However, students can take what they have learned and transfer it to other pieces such as solos where they do have much more individuality.
What really enhances these concepts is the fact that these students are preparing to perform for an audience and sometimes preparing for contest. When it comes to a performance, students want to sound good. *feature
The key to reducing threats and distractions is my being extremely organized and having a very structured classroom.
It is important for students to understand goals for a lesson. It is even more important for them to understand how these individual goals relate to the big picture.
In an ensemble experience, some students are challenged more than others. My best musicians may not be challenged at all, while others are greatly. My goal is to find music that will challenge the best musicians so some extent.
Collaboration describes the ensemble experience.
This certainly occurs as students evaluate themselves in rehearsal recordings and performance experience. I like to have these students write about their experiences. This gives me a very good idea of how students are learning. For example, a student who is mastering musical ability will very typically use musical terms as well as describe discrepancies in a more professional manner than a weaker musician who will write comments such as, “That sounded good.” *feature
As I am evaluating students by way of a playing test, I have a solid chance to hear musicians as individuals. It is at this time that I can give feedback and offer my expectations of them as individual musicians.
As I mentioned before, teaching instrumental music is like adding layers to a cake. See above.
I also mentioned this above. My students are provided with several opportunities to self-evaluate rehearsal recordings throughout a school year. I also have them journal about performances that they had. I ask questions such as: “Describe three things that the ensemble did well.”; “Describe three things that the ensemble needs to improve on.”; “How was your personal performance.” “What do you feel like you need to do to improve yourself as a musician.”; What was your favorite piece, and why.”