K!

12#Performing#Arts#Context#for#
Learning(Information"
About&the&School&Where&You&Are&Teaching&
1. In What type of School do you teach?
High School
2. List any special features of your school or classroom setting that will affect your
teaching in this learning segment.
The school I teach is a large suburban school that is well funded and historically
significant. The music program at the school has been under the direction of one
teacher for the last ten years, and consists of close to one-sixth of the total
school population (around 600 students).
3. Describe any facilities considerations that might impact your instruction.
The rehearsal room is a sunken setup (semi-circle levels that lead to the
directors podium), which effectively puts some students higher than others. Also,
based on the space and layout available, some students are much further from
the rest of the group because the instruments they play are located in that
particular area of the room by necessity.
4. Describe any district, school, or cooperating teacher requirements or
expectations that might affect your planning or delivery of instruction, such as
required curricula, pacing plan, use of specific instructional strategies,
performance schedules, or standardized tests.

Neither the school nor the district require any specific curricula, pacing plan,
instructional strategies, performance schedules, or standardized tests. The
cooperating teacher schedules all of the performances for this ensemble,
chooses the music they perform, and determines the delivery of instruction. !

About&the&Class&Featured&in&This&Assessment&
1. How much time is devoted each day to performing arts instruction in your
classroom?
About 50 minutes per day is devoted to performing arts instruction for this
ensemble.
2. Identify any textbook or instructional program you primarily use for instruction. If
a textbook, please provide the title, publisher, and date of publication.

No textbook or instructional program is used for this ensemble. Most instruction

is taken from concepts required to properly perform the pieces selected for the
ensemble.
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia,
online resources) you use for instruction in this class.
I occasionally make use of the whiteboard and projector for instruction in this
class, as well as the pieces selected for performance.

!
!

About&the&Students&in&the&Class&Featured&in&This&Assessment&
1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
Seniors: 8
Juniors: 6
Sophomores: 4
Freshman: 3
2. Number of

Students in the class: 21

Males: 20
Females: 1

3. Complete the chart below to summarize requires or needed supports,

accommodations, or modifications for your students that will affect your
instruction in this learning segment. As needed, consult with your cooperating
teacher to complete the chart.

!
Students!with!Specific!Learning!Needs!
IEP/504!Plans:!
Number!of!
Supports,!Accommodations,!
Classifications/Needs!
Students!
Modifications,!Pertinent!IEP!Goals!
!
!
!
!
!
!
!
!
!
Other!Learning!Needs!
Number!of!
Supports!Accommodations,!
Students!
Modifications!
Gifted!Student!
2!
Deeper!learning!objectives!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

Lesson&Plans"
Stage&1&&Desired&Results!
Established&Goals:&

MU:Cr1.1.E.IIIa!Improvise!musical!ideas!for!a!variety!of!purposes!and!contexts!.!!
MU:Cr3.1.E.IIIa!Evaluate!and!refine!varied!draft!musical!works!based!on!appropriate!criteria,!including!
the!extent!to!which!they!address!identified!purposes!and!contexts!.!!
MU:Pr4.3.E.IIIa!Demonstrate!how!understanding!the!style,!genre,!and!context!of!a!varied!repertoire!of!
music!informs!prepared!and!improvised!performances!as!well!as!performers!technical!skill!to!connect!
with!the!audience.!!
MU:Pr5.1.E.IIIa!Develop,!apply,!and!refine!appropriate!rehearsal!strategies!to!address!individual!
challenges!in!a!varied!repertoire!of!music.!!
MU:Pr6.1.E.IIIa!Demonstrate!an!understanding!and!mastery!of!the!technical!demands!and!expressive!
qualities!of!the!music!through!improvised!performances!of!a!varied!repertoire!!

!
Understandings:&
Students(will(understand(that(

The!creative!ideas,!concepts,!and!feelings!that!
influence!musicians!work!emerge!from!a!variety!
of!sources!!

Musicians!evaluate,!and!refine!their!work!through!
openness!to!new!ideas,!persistence,!and!the!
application!of!appropriate!criteria.!!

Performers!make!interpretive!decisions!based!on!
their!understanding!of!context!and!expressive!
intent.!!

To!express!their!musical!ideas,!musicians!analyze,!
evaluate,!and!refine!their!performance!over!time!
through!openness!to!new!ideas,!persistence,!and!
the!application!of!appropriate!criteria.!!

Musicians!judge!performance!based!on!criteria!
that!vary!across!time,!place,!and!cultures.!
Students(will(know(

The!elements!!and!processes!involved!to!allow!for!
successful!and!meaningful!improvisation.(

The!processes!to!evaluate!and!improve!their!
performances(

How!to!remain!stylistically!correct!when!
performing!a!work(

The!elements!to!best!present!their!musical!ideas(

The!criteria!by!which!to!judge!performance(

Performance&Tasks:&

PreZtest!
In!class!performances!
Written!assignments!
PostZtest!

Essential&Questions:&
&

How!do!musicians!generate!creative!ideas?!!
How!do!musicians!improve!the!quality!of!their!
creative!work?!!
How!do!performers!interpret!musical!works?!!
How!do!musicians!improve!the!quality!of!their!
performance?!!
When!is!a!performance!judged!ready!to!present?!
How!do!context!and!the!manner!in!which!musical!
work!is!presented!influence!audience!response?!!

Students(will(be(able(to(

Use!appropriate!vocabulary!to!describe!musical!
symbols!or!sounds!

Refine!their!creative!work!

Interpret!musical!symbols!and!use!those!
interpretations!to!inform!their!performance!

Refine!their!performance!

Determine!when!their!performance!is!ready!to!
present.!
!
!

Stage&2&&Assessment&Evidence&
Other&Evidence:&

Students!will!have!the!opportunity!to!discuss!
their!own!works!and!make!improvements!as!
necessary.&
Teacher!will!have!informal!audio!and!visual!
assessments&

!
Stage&3&&Learning&Plan&

Day&1&
Learning(Objectives:(
Students!will!be!able!to!take!a!PreZTest!on!chord!symbols/scales!
Students!will!be!able!to!identify!the!elements!of!a!chord!
Students!will!be!able!to!identify!how!scale!degrees!correspond!to!a!
chord!
!
Teaching/Learning(Sequence:(
Teacher!will!administer!a!preZtest!to!gauge!student!knowledge!levels!
Teacher!will!introduce!the!elements!of!a!chord,!making!sure!to!notate!
the!base!(the!letter/scale!of!a!chord),!the!qualifier!(major,!minor,!
diminished,!halfZdiminished),!and!the!augmenter!(special!notes!
included!in!the!chord)!
o Write!out!a!chord!symbol!on!the!board,!introducing!these!
elements!
o Explain!common!chord!symbols!(no!qualifier!=!major,!Z!=!
minor,!7!=!lowered!7th!tone,!and!various!augmenters)!
o Ask!for!student!input!to!build!a!chord!sequence!on!the!board!
Teacher!will!introduce!the!concept!of!scale!degrees!and!how!they!
relate!to!chords!
o Chords!are!built!out!of!scales.!Scale!degrees!can!be!thought!of!
in!terms!of!numbers.!Standard!triad!chords!have!scale!degrees!
1,!3,!and!5,!but!in!jazz!the!7!is!almost!always!used.!Other!
common!scale!degrees!are!the!9!(which!is!really!just!a!2!up!the!
octave)!and!6!(also!known!as!the!13,!again!up!the!octave).!!
o Informally!quiz!students!on!scale!degrees,!using!a!Bb!major!
scale.!Call!out!numbers!and!have!students!play!the!note!that!
corresponds!to!the!number!called!out.!
o Have!student!volunteers!to!call!out!scale!degrees!and!play!
them.!
o Have!students!create!a!melody!using!scale!degrees,!then!have!
students!perform!the!melody.!!
!
Learning(Activity:(
Students!will!take!preZtest!
Students!will!take!notes!on!the!chord!symbols!
Students!will!identify!the!elements!of!a!chord!
Students!will!take!notes!on!scale!degrees!and!how!they!relate!to!
chords!
Students!will!identify!scale!degrees!!
!
Assessment:(
PreZtest!
Visual/Aural!Assessment!of!understanding!

Day&2&
Learning(Objectives:(
Students!will!be!able!to!apply!scale!degrees!to!chord!symbols!
Students!will!be!able!to!use!chord!symbols!to!identify!scales!and!scale!
degrees!
Teaching/Learning(Sequence:(
Teacher!will!revisit!the!elements!of!a!chord!from!yesterday.!!
Teacher!will!ask!students!to!break!down!a!BbZ7!chord!into!its!
elements!(Bb!!Db!!F!!Ab).!
Teacher!will!introduce!augmenters!into!a!chord!and!explain!how!the!
symbols!affect!the!scale!degree!(+!means!add,!b!means!lower!by!a!half!
step,!#!means!raise!by!a!half!step).!
Teacher!will!introduce!the!pattern!of!iiZVZI!in!chords!
Learning(Activity:(
Students!will!demonstrate!knowledge!of!the!elements!of!a!chord(
Students!will!break!down!a!BbZ7!chord!into!its!elements(
Students!will!demonstrate!knowledge!of!augmenters!in!a!chord.(
Students!will!demonstrate!knowledge!of!iiZVZI!patterns(
Assessment:(
(
Teacher!will!aurally!and!visually!assess!students!throughout!the!lesson!
!

Day&3&
Learning(Objectives:(
Students!will!be!able!to!perform!their!knowledge!of!3rds!and!7ths!of!
chords.!
Students!will!be!able!to!improvise,!demonstrating!knowledge!of!3rds!
and!7ths!of!a!chord!
!
Teaching/Learning(Sequence:(
Teacher!will!have!students!identify!the!1,!3,!5,!and!7!of!their!scale!
sheets!
Teacher!will!have!students!perform!the!1,!3,!5,!and!7!of!their!iiZVZI!
scale!sheets!
Teacher!will!have!students!identify!and!play!the!3rd!and!7th!of!the!
scale,!then!have!them!perform!together!through!a!iiZVZI!pattern!
Teacher!will!ask!for!student!volunteers!to!solo!while!accompanied!by!
the!rest!of!the!band!on!the!iiZVZI!pattern.!
Teacher!will!introduce!a!well!known!jazz!lick!(reZfaZlaZdoZtiZlaZsolZ
faZmi.also!(ii)!1Z3Z5Z7!(V)3Z2Z1Z7!(I)!3)!and!ask!students!to!identify!
how!the!lick!uses!3rds!and!7ths!!
Teacher!will!then!have!every!student!take!a!solo!over!the!iiZVZI!
pattern!in!order!to!demonstrate!knowledge!of!3rds!and!7ths!of!chord!
Students!will!take!a!post!test!to!demonstrate!knowledge!of!scale!

degrees!and!chord!symbols.!
Learning(Activity:(
Students!will!identify!the!1,3,5,!and!7!of!their!scale!sheets!
Students!will!perform!the!1,!3,!5,!and!7!of!their!iiZVZI!scale!sheets!
Students!will!identify!and!play!the!3rd!and!7th!of!the!scale,!then!
perform!together!through!a!iiZVZI!pattern!
Students!will!accompany!student!volunteers!while!the!volunteers!
improvise!
Students!will!learn!and!perform!the!jazz!lick!taught!by!the!teacher!
Students!will!identify!how!the!lick!utilizes!3rds!and!7ths!
Students!will!improvise!to!demonstrate!knowledge!of!3rds!and!7ths!of!
a!chord!
Students!will!take!a!post!test!to!demonstrate!knowledge!of!scale!
degree!and!chord!symbols!
Assessment:!!
InZclass!performance(
PostZtest(

USE PENCIL

THEORY ASSIGNMENTS

Jamey Aebersold
H = Half Step, W = Whole Step, -3 = Minor Third (3 half steps)

_
_

[ # and + means to raise 1/2 step. b or - means to lower 1/2 step. 3 means 3 half steps ]
For additional study, I highly recommend Dan Haerles book, The Jazz Language.
WRITE THE NOTES TO THE FOLLOWING SCALES
(use the above whole and half-step sequences as a guide)
1. B
2. A7
_
3. B 7
4. B
_
5. D
6. C7
_
7. F 7
8. E
_
9. F 7
10. D7
_
11. G
12. C7
13. F
14. A2
15. Bb Major 4
_

16. A

17. E7
_
18. E
19. B7
20. C74

41

Planning'Commentary"
1. Central&Focus&

a. Describe(the(central(focus(and(purpose(for(the(content(you(will(teach(in(
the(learning(segment.!
(
The!central!focus!for!the!content!I!will!teach!in!the!learning!segment!
will!be!getting!students!to!identify!and!perform!correct!notes!while!
improvising!over!chord!changes.!!The!purpose!for!the!content!is!to!get!
students!to!understand!which!tones!work!best!for!particular!chords,!
and!how!to!use!those!chord!tones!to!guide!their!improvisations!
through!the!use!of!corresponding!scales.!
!
b. Given(the(central(focus,(describe(how(the(standards(and(learning(
objectives(within(your(learning(segment(address(creating,(performing,(
or(responding(to(music/dance/theater(by(applying!
i. Artistic(skills((e.g.,(selfHexpression,(creativity,(
exploration/improvisation)!
ii. Knowledge((e.g.,(tools/instruments,(technical(proficiencies,(
processes,(elements,(organizational(principals)!
iii. Contextual(understanding((e.g.,(social,(cultural,(historical,(global,(
personal(reflection)!
!
I!will!be!using!the!National!Arts!Standards!to!help!guide!my!teaching,!
which!clearly!define!the!objectives!needed!for!creating,!performing,!
and!responding!to!music.!They!address!artistic!skills!by!allowing!for!
selfZexpression,!creativity,!and!improvisation.!For!example,!
MU:Cr1.1.E.IIIa!clearly!defines!the!elements!of!the!standard:!
Compose!and!improvise!musical!ideas!for!a!variety!of!purposes!and!
contexts!.!!Being!that!I!am!teaching!a!Jazz!Band,!improvisation!is!
absolutely!necessary!to!the!proper!performance!of!the!musical!
medium.!The!standards!also!clearly!define!what!is!expected!of!the!
students!for!performing,!for!example:!MU:Pr6.1.E.IIIa!Demonstrate!an!
understanding!and!mastery!of!the!technical!demands!and!expressive!
qualities!of!the!music!through!prepared!and!improvised!performances!
of!a!varied!repertoire!representing!diverse!cultures,!styles,!genres,!
and!historical!periods!in!multiple!types!of!ensembles.!The!knowledge!
and!contextual!understandings!are!all!included!within!the!national!
standards.!!
!
c. Explain(how(your(plans(build(on(each(other(to(help(students(in(creating,(
performing,(or(responding(to(music/dance/theater(and(in(making'

connections(to(artistic(skills,(knowledge,(and(contextual(
understandings.!
My!plans!start!with!a!preZtest!to!assess!where!the!students!are!in!their!
own!development!with!this!content.!I!then!move!into!a!very!basic!
overview!of!how!we!will!be!looking!at!chords,!and!also!to!define!the!
terms!I!will!be!using!for!the!segment.!We!then!move!into!deeper!
discussion!about!chord!symbols!and!their!associated!scale!patterns,!
and!the!students!have!the!opportunity!to!play!those!scales!over!
particular!chord!symbols.!We!continue!to!move!into!discussion!about!
how!chord!symbols!inform!note!choice,!as!well!as!alter!the!scale!
degrees!within!a!particular!scale,!and!students!learn!to!start!
recognizing!and!naming!the!scales!associated!with!particular!chord!
symbols.!The!lessons!also!include!examples!of!improvisation!
throughout!different!time!periods!in!jazz!that!highlight!and!
supplement!the!topics!covered!in!the!lessons.!The!learning!segment!
culminates!in!students!improvising!over!a!set!of!chord!changes,!
demonstrating!their!knowledge!of!chord!tones!to!use!for!particular!
chords.!!
!

2. Knowledge&of&Students&to&Inform&Teaching&
For(each(of(the(prompts(below((2aHb),(describe(what(you(know(about(your(
students(with'respect'to'the'central'focus(of(the(learning(segment.((
Consider(the(variety(of(learners(in(your(class(who(may(require(different(
strategies/support((e.g.,(students(with(IEPs(or(504(plans,(English(language(
learners,(struggling(readers,(underperforming(students(or(those(with(gaps(in(
academic(knowledge,(and/or(gifted(students)(
(
a. Prior(academic(learning(and(prerequisite(skills(related(to(the(central(
focus((Cite'evidence'of'what'students'know,'what'they'can'do,'and'
what'they'are'still'learning'to'do.(
!
I!have!observed!students!improvising!in!the!class!before,!however!I!
have!not!observed!every!student!improvise!so!I!had!no!idea!where!
they!were!with!their!understanding!of!the!concept!of!using!scales!and!
chord!tones!to!improvise.!That!is!why!I!administered!a!preZtest!to!gain!
knowledge!of!where!students!were!in!their!development.!What!I!
found!was!that!most!of!the!class!was!around!the!same!stage!of!
development!with!their!knowledge!of!the!content,!but!two!students!
were!very!advanced!in!their!knowledge!of!the!content.!!
!

b. Personal/culterual/community(assets(related(to(the(central(focus((
What'do'you'know'about'your'students'everyday'experiences,'
cultural'backgrounds,'practices,'and'interests?!
!
I!did!not!know!much!about!students!interests!and!practices,!however!
all!of!the!students!come!from!similar!cultural!backgrounds!
(upper/middle!class!families!from!an!affluent!Chicago!suburb).!Their!
everyday!experiences!within!school!were!very!similar!as!well,!
however!I!was!not!aware!of!their!experiences!outside!of!school.!
!

3. Supporting&Students&Performing&Arts&Learning&
Respond(to(prompts(below((3aHc).(To(support(your(justifications,(refer(to(the(
instructional(materials(and(lesson(plans(your(have(included(as(part(of(Task(1.(
In(addition,(use'principal'from'research'and/or'theory'to'support'your'
explanations.(
(
a. Justify(how(your(understanding(of(your(students(prior(academic(
learning(and(personal/cultural/community(assets((from(prompts(2aHb(
above)(guided(your(choice(or(adaptation(of(learning(tasks(and(
materials.(Be(explicit(about(the(connections(between(the(learning(tasks(
and(students(prior(academic(learning,(assets,(and(research/theory.!
(
After!administering!the!preZtest!and!learning!where!my!students!were!
with!the!content,!I!was!better!informed!for!how!I!would!implement!
my!lesson!plans.!I!made!sure!in!my!lessons!that!all!students!would!be!
able!to!achieve!all!of!the!tasks!for!the!day,!but!allowed!for!further!
exploration!of!the!tasks!for!those!who!were!gifted!in!the!area.!This!
falls!under!the!educational!theory!that!all!students!must!be!allowed!to!
work!at!their!own!pace!in!order!to!maximize!their!potential.!!
!
b. Describe(and(justify(why(your(instructional(strategies(and(planned(
supports(are(appropriate(for(the'whole'class,'individuals,'and/or'
groups'of'students'with'specific'learning'needs.(
!
!
My!instructional!strategies!always!addressed!the!entire!class!first,!but!
allowed!for!wiggle!room!in!individuals.!The!tasks!presented!always!
had!both!the!entire!class!and!individuals!in!mind,!allowing!the!most!
learning!to!take!place.!I!tried!to!make!sure!that!all!students!were!
challenged!at!an!appropriate!levels!for!their!abilities!during!every!
lesson.!
!

4. Supporting&Performing&Arts&Development&Through&
Language&
a. Language'Function.'Identify(one'language(function(essential(for(
students(to(learn(the(performing(arts(knowledge(within(your(central(
focus.(Listed(below(are(some(sample(language(functions.(You(may(
choose(one(of(these(or(another(more(appropriate(for(your(learning(
segment.&
Analyze& Compare/contrast& Describe&
Explain&
Express&
Identify&
Interpret&
Perform& Summarize& Synthesize&
&
!
b. Identify(a(key(learning(task(from(your(plans(that(provides(students(with(
opportunities(to(practice(using(the(language(function.(Identify(the(
lesson(in(which(the(learning(task(occurs.((Give(lesson/day(number).!
(
Students!have!a!learning!task!on!Day!2!of!the!unit!to!practice!using!the!
language!function.!Most!of!the!day!is!spent!identifying!chord!symbols!
in!order!to!match!them!with!their!corresponding!scales.!
!
c. Additional'Language'Demands.'Given(the(language(function(and(
learning(task(identified(above,(describe(the(following(associated(
language(demands((written(or(oral)(students(need(to(understand(
and/or(use:!
i. Vocabulary(and/or(symbols!
!
Students!will!need!to!be!able!to!identify!the!chord!symbols!
presented!during!the!lesson,!as!well!describe!their!names.!
!
ii. Plus(at(least(one(of(the(following:!
1. Syntax!
2. Discourse!
!
Students!will!need!to!be!able!to!discuss!the!chord!
symbols!presented!and!defend!the!use!of!particular!
scales!for!those!chord!symbols.!!
_________________________________________________________________________________________________!
Consider(the(range(of(students(understandings(of(the(language(function(and(other(
demands((what(do(students(already(know,(what(are(they(struggling(with,(and/or(
what(is(new(to(them?(
(
d. Language'Supports.'Refer(to(your(lesson(plans(and(instructional(
materials(as(needed(in(your(response(to(the(prompt(below.(
i. Describe(the(instructional(supports((during(and/or(prior(to(the(
learning(task)(that(help(students(understand(and(successfully(use(

the(language(function(and(additional(language(demands(
identified(in(prompts(4aHc.(
(
I!took!an!appropriate!amount!of!time!describing!the!elements!
included!in!a!typical!jazz!chord!symbol,!and!how!those!
elements!alter!the!chords.!I!then!allowed!for!those!who!
grasped!the!concept!quickly!to!have!additional!practice!with!
the!concept.!!
!
5. Monitoring'Student'Learning(
!
In(response(to(the(prompts(below,(refer(to(the(assessments(you(will(submit(as(
part(of(the(materials(for(Task(1.(
(
a. Describe(how(your(planned(formal(and(informal(assessments(will(
provide(direct(evidence(of(students(creating,(performing,(or(responding(
to(music/dance/theater(by(applying(artistic(skills,(knowledge,(and/or(
contextual(understandings(throughout(the(learning(segment.((
(
I!formally!plan!for!students!to!perform!the!concepts!we!cover!during!
the!learning!segment,!and!I!will!use!my!own!informal!assessments!of!
their!playing!to!determine!if!they!understand!the!concept!or!not.!I!will!
also!have!discussions!with!the!students!to!determine!their!level!of!
understanding.!The!students!will!also!have!a!written!assessment!to!
determine!their!understanding.!!
!
b. Explain(how(the(design(of(adaptation(of(your(planned(assessments(
allows(students(with(specific(needs(to(demonstrate(their(learning.!
!
All!students!are!required!to!demonstrate!the!same!task!through!their!
performance!(for!example,!hitting!the!3rds!and!7ths!of!a!chord),!
however!I!do!not!specify!how!they!get!to!those!tasks.!This!allows!for!
more!gifted!students!to!arrive!at!the!task!in!ways!that!challenge!them!
at!their!level,!while!still!allowing!the!rest!of!the!class!to!achieve!the!
task!at!their!level.!The!written!assessment!is!designed!to!allow!all!
students!to!achieve!at!their!own!levels;!what!I!am!looking!for!is!
individual!growth!from!the!first!test!to!the!last.!!
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Consider(all(students,(including(students(with(IEPs(or(504(plans,(English(language(
learners,(struggling(readers,(underperforming(students(or(those(with(gaps(in(academic(
knowledge,(and/or(gifted(students.(
(