Northern State University

Professional Semester
Music Teacher Work Sample
Candidate Name

Jacque Bratcher

Candidate Phone Number

605-591-9725

Candidate ID Number

7195990

Name of School

Belle Fourche Middle School

Subject/Content Area of Unit

Music

Grade Level

5th-8th

Date Submitted

5//1/16

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher
education program.
Signature of Candidate Submitting TWS Jacque Bratcher
Professional Website/Portfolio url:

(electronic submission)

INSTRUCTIONS
Attach a separate paper for each of the following using the headings provided. An
electronic copy of your completed TWS must be submitted to Dr. Wendy van Gent by the
date indicated in the syllabus (Wendy.vangent@northern.edu)

I.
II.
III.
IV.
V.
VI.
VII.

Contextual Information and Learning Environment

Setting Goals
Individual Student Information- Case Study
Management and Motivation
Daily Journal
Two 10-minute lessons and plans
Reflection and Self-Evaluation (Goals)

324 10th Av. SW

jacque.bratcher@wolves.northern.edu, 605-591-9725

Objective To obtain a student teaching position for my BME Professional Semester.

Education
Bachelor of Music Education, Northern State University, Aberdeen SD (in process, May,
2017).
High School Diploma, Lead-Deadwood High School, Lead, SD (2013).
Teaching Experience
Junior Field Experience (March, 2016)
o Belle Fourche Middle School, Paula Speidel
Sophomore Field Experience (February 2015)
o Lead Deadwood High School, Mick Dragoo

Other experiences
o
Teaches clarinet and trumpet lessons, Aberdeen Recreational Cultural Center
Collegiate Memberships and Honors
National Association for Music Education (NAfME, formerly MENC) (2013-present)
Northern State University Music Performance Scholarship
Ensemble Participation
Northern State University; Symphonic Band, Marching Band, Jazz Band, Aberdeen
University Civic Symphony, Pit Orchestras, Collegiate Band.

Other experiences; Black Hills Municipal Band, Aberdeen Municipal Band.

References by Permission
Dr. Wendy van Gent, Assistant Professor of Music Education, School of Fine Arts, Northern
State University, Aberdeen, SD, (517)-410-3658, wendy.vangent@northern.edu
Dr. Audrey Millier, Clarinet Professor, School of Fine Arts, Northern State University,
Aberdeen, SD, (206)491-6806, audrey.miller@northern.edu
Dr. Boyd Perkins, Director of Bands, 605-216-5001, boyd.perkins@northern.edu

I.

Contextual Information

The X Public School District is Located in County Y in a Midwestern region of the

United States and would be considered a rural community. County Y is made up by 2,266 square
miles. It has a total population of 10,110 people.
The school I am placed in is in Town Z which is one of two towns in County Y. It has a
population of 5,725 and the racial makeup of it is 90.7% White, 4.1% Hispanic, Mixed Race
3.7%, Native American 1.2%, Asian .5%, and .09% African American. The average income for
citizens of Town Z in 2013 was $46,249 per year which is lower than the national average of
$51,939.
Town Z has two elementary schools, one middle school, and one high school students.
Town Z has an excellent program that can help students succeed from kindergarten to 12th grade.
There are approximately 100 teachers in Town Z. The 2014-2015 South Dakota report card
categorizes School X as a progressing school an in 2015 and the District had a total of 1,365
students. The schools all run on a four day week instead of 5.
I am placed in the middle school. The middle school is 5th through 8th and has 419
students. The 5th grade has 121 students, 6th grade has 104, 7th has 104, and 8th has 90. In School
X the ethnicity is primarily white but there are 2 Asian students, 28 Hispanic, 8 Native American,
16 Multiple Race, and 365 White students. There are 195 females and 224 males in School X.
Student with free or reduced lunch is at 49.6% and .5% of students are English language
learners.

II.

Goals

Knowledge of self as an individual

o Goal- I want to become more personable and open to people that I just met.
o Procedure- When I am on my junior field I will make it my goal to speak
confidently with teacher, students and the principal.
o Evaluation: I will evaluate myself by how easily I am able to converse with
everyone by the end of junior field.
Knowledge of the Learner
o Goal- I want to be able to know the difference between age levels to know
what I can and cannot teach.
o Procedure- I will accomplish by (hopefully) teaching a lesson to 5th grade and
one to 8th grade.
o Evaluation: I will evaluate myself by writing down what each lesson was like
with the students and making a list comparing each grade.
Knowledge of Context
o Goal- I want to be able to confidently teach brass players
o Procedure- I will discuss with my cooperating teacher ways to teach brass
players and then get the opportunity to help a brass player.
o Evaluation: I will evaluate myself by my confidence I have while helping a
brass player successfully.
Knowledge of Pedagogy
o Goal- I want to be able to find multiple ways to explain a concept to students
because not all students think the same.
o Procedure- Before a lesson I will come up with a rehearsal plan that will
include different options on teaching an idea/concept.
o Evaluation- I will evaluate myself by giving a lesson and successfully helping
a student who doesnt understand and not getting the deer in the headlights
look while I myself will not get flustered because I dont have an idea.
Knowledge of Self as a Teacher and Member of a Learning Community
o Goal- I want to be able to learn students names of at least one class while on
my junior field.
o Procedure- I will look at a class roster and talk to teachers about name
learning strategies.
o Evaluation- I will evaluation myself by seeing if I know a students name
when they come up to talk to me or ask a question.

III.

Case Study: Middle School

*John is not the students name*

John is a middle school student at School X. He is a percussionist in the 6th grade band.
He is one year older than the rest of his classmates because he was held back one year in
elementary school. When I first met John he seemed to have a good attitude but seemed to have
some difficulty in class. John has a difficult time paying attention and being able to focus. While
observing John I noticed that he constantly made excuses for himself. While having a lesson on
bells it was obvious that he had not practiced. He did not know note names or how to count
rhythms even though he had should have already learned them. One day in class he was scolded
by Mrs. Teacher and he threw a fit as if crying for attention when he went to the restroom
because he slammed his mallets on the floor and never returned to class.
The first thing he said at the beginning of his lesson was I was not able to practice
because my dad took my bells. Mrs. Teacher explained that he could have practiced on the
piano he has at home because many of the same ideas apply. He would constantly squint his eyes
and complain that he could not see the music but even as Mrs. Teacher said the note names he
still did not understand. Mrs. Teacher was never negative with him and never scolded him but
every time he played incorrectly he would make another excuse. In class I noticed that he put no
effort forth into playing the music. He did not even look at the music he would simply stand
there and hit random notes. The only time he tried was when I stood by him guiding him measure
by measure.
I was later told by Mrs. Teacher that John has ADD and is failing almost all of his other
classes. His mother will make excuses for him while his father is the opposite and tries to be
stricter on John. Although it is impossible for me to know it is possible that his home life may be
difficult. If his mother is always making excuses for him it shows that John does not have a voice

of his own and the only thing he can do is make excuses. He may also feel confused because his
father is the opposite and since his parents do not work together, John may feel confused. Mrs.
Teacher knew that he did not practice and that he struggled in band. He does however do a very
good job in choir and has a great singing voice. He does so well because he can listen to the
people around him but he cannot read the music. It is clear that John wants to succeed and do
better in band. He wants to have short lessons twice a week with Mrs. Teacher which she
strongly encouraged. The biggest worry is that he will continue to make excuses and soon will
not come after school. However, by the end of the week he only came in once.
Potential solutions to use could be to continuously encourage John to come after school
and work on his basic reading skills. It may be beneficial to simply go through each note so he
knows the note names then slowly begin playing on the bells. John could use as much one on one
time as possible because in a large setting he may fake his way through class. John would often
get discouraged with himself so it is essential to encourage him because he may give up and quit
band all together. He continuously spoke of eye problem so it may be needed for his parents to
be contacted so they are aware that he may have eye problems and glasses may be needed. I
believe that if his continues to not even put an effort forward that band may not be the best place
for him as sad as that would be.
Overall, I believe John could be a good student. He just needs to mature and realize that
he needs to work harder in class. With patience and help from parents I think John could do well.
Deep down I know he is a good student but he just has to realize it. I would hate to think that he
would have to quit band but it would not be fair for him or the other classes. I hope that by the
end of the year that he will show change and improve overall as a student.

IV.

Management and Motivation

The classroom I did had my Junior Field experience was very large and open so it was a
good atmosphere for students. It was used in the morning for general music and the band while
in the afternoon it used for the choirs. The room had three levels built into it so the students
could sit in rows. This made it easy my cooperating teacher to keep eye contact and make sure
her students could see her. In the back of the room there is a large instrument storage room where
students could keep the instruments. The door is always locked between classes and ensures
students instruments will not be stolen. She also stands in the storage room to make sure
students are not moving other students instruments around.
The room also has 3 separate practice rooms and both music teachers offices are in the
room as well. The 6th- 8th grade band has specific areas that they can sit but do not necessarily
have to sit in the same spot each time. The percussion section for all three were in the back room
to the right because that was the only place there is enough room to put all the instruments.
Mrs. Teacher keeps a grade book during class and each student begins with 8 points.
Depending on students behaviors, or if an instrument was forgotten they would get docked
points. Then at the end of each week the points are added up and at the end of each quarter they
are totaled. Mrs. Teacher made it very clear that students could get detention for being disruptive
and if the behavior continues they can earn themselves a double detention. Mrs. Teacher is able
to motivate by giving students positive encouragement. She wants students to succeed and enjoy
music but also learn. The week I was there students were preparing for solo and ensemble contest
and they were motivated to play well to get a good score.

V.

Two 10-minute lessons and plans

Common UNIT Plan

Teacher Candidate

Jacque Bratcher

Cooperating Teacher

Mrs. Spiedel

Grade Level

5th Grade

Subject

Music

Date

3/10/15

Common Core/State Standard(s)

5.MU.Pr.4.1.aDemonstrate and explain how the selection of music to perform is

influenced by personal interest, knowledge, and context, as well as their personal and

others technical skill.

5.MU.Pr.4.3.aDemonstrate and explain how intent is conveyed through interpretive
decisions and expressive qualities (such as voice characteristics, dynamics, tempo,

timbre, articulation and style).

5.MU.Re.8.1.aDemonstrate and explain how the expressive qualities (such as dynamics,
tempo, timbre, style, and articulation) are used in performers and personal interpretations
to reflect expressive intent.

Learning Objective(s): Students will be able to(SWBAT)

Students will leave knowing how important it is to be aware of tempo changes and
dynamic contrast. Students will feel comfortable going from piano to forte and will hear
the difference between each. Students will also be aware of different tempos and how it
can change the feel of the song.

Planning

Rationale
Edwin Gordon says that after students are able to say and repeat patterns and phrases in music and this
will teach students the significance of what they are singing or playing. In the classroom I will teach
students a song using a call and response method and then have them move to the beat so they can feel
how the song goes.

Pre-Assessment
The day before students had a quiz on basic music concepts and I will base my lesson on what they know
and how they did on the quiz.

Assessment
I will assess students on how fast they are able to respond to my questions and if
they were confident with their answers.
Evaluation
I will evaluate students on their participation and if they pay attention to what I
am doing in the front of room. I want them to put an effort forward into the song
and the game that goes with it.
Key Vocabulary
Largo
Moderato
Allegro
Piano
Forte
Technology needed
N/A
Other required materials
Black Board
Posters with vocab names

Accommodations
N/A

Lesson Plan Implementation

Lesson Opening (Hook) (2 minutes)
I will have students do morning stretches to help them wake up.
Teaching Procedures (Step-by-step instructions)
First Section: (5 minutes)
I will begin by teaching them the song.
Second Section: (5 minutes)
I will have students sing the song but also be aware of the dynamic and
tempo changes that I will provide.
Lesson Closing (Transition) (5minutes)
We will review terms one more time and I will ask them why the game we
played was important. I will also explain why it is important to not only
think about the music but also pay attention to what the teacher is doing.
Self-Evaluation
I believe my lesson went well overall but I know I could have planned it out better. The kids
loved the song and participated with everything I had them do. I think things would have gone
smoother if I had access to a projector that I could have hooked up with my computer but I
realize that not all schools are able to have them so I have to make due. I also should have picked
a longer song that was slightly more complex because this song would have worked better for
lower grades.

VI.

Reflection and Self-Evaluation (Goals)

My Junior Field Experience was amazing. I learned so much in just four days and it made
me realize that there is so much left I have to learn before teaching. It made me reflect on myself
and had me questioning if I was going into the right profession. Thankfully, after my experience

I learned that I do want to teach band. I had been strongly questioning it since last spring
semester because I just had this constant doubt with myself. I had been considering switching to
history education because that is also something I love. However, I am so glad that I stuck it out
because I know this is what I want to do. I especially want to teach middle school because I feel
like this is when students begin to learn who they are and I can help guide them in the right
direction.
One of the biggest things I learned over the week was how important my method classes
were. When I took the classes I knew they were important and I would need to know all the
information but it was not until JFE that I discovered how hard it is to teach a lesson to students.
I was left to teach a tuba lesson and I did not know what I was doing. The two boys were good
but I could not keep their attention and struggled to get them to understand what I was saying. I
need to be able to pull back and realize that these students will not pick up on playing as fast as I
would. I almost found it more difficult to teach the instruments I am more familiar with like
saxophone and clarinet. It is easy to fix myself but being able to help a student who has not been
playing as long as me is more difficult than I had expected, especially when Im in a room with
seven 7th grade girl clarinet players.
It is extremely important to have a relationship built up with students so they feel
comfortable around you but also have a high respect for you as well. This will make for an
overall better experience in the classroom. My cooperating teacher did an excellent job with her
students but there were a few that it seemed like there would be no hope in building a positive
relationship with them. Two boys in particular just refused to listen and showed no interest in the
group. It was really quite sad because I believe they both have potential to enjoy music but it
seemed like it was constant battle that my cooperating could never win.

I also learned that having a good relationship with parents is so important. On my third
day Mrs. Speidel invited the parents of the 5th grade recorder class to come watch their children
play. For their performance, Mrs. Speidel allowed students to pick their favorite pieces from the
recorder book making the students more excited to perform for their parents. The 5th graders do
not have a chance to perform so this gave them a chance to play in front of others. Also, most
parents love having the opportunity to hear their children play. This shows that as a teacher I
should try and get parents involved and see the improvement of their children.
A key to keep the band room going is to have good pace. I learned that if you do not have
a good constant pace you cannot have a solid control of the classroom. While I was there it was
the week before solo and ensemble so most of the classes were dedicated to preparing for that.
Throughout class contest students would play and then they would go back to play concert music
with the entire class. I believe a different way to do this would have been better because the
students who were not playing in contest were bored and would lose focus. This would make it
extremely difficult for them to play when it was their turn. In an ideal classroom there would be a
way to keep all the students focused at all times. If time allowed I think it would be more
beneficial to have students perform at the end of the week in front of their peers. However, I
know that everything cannot go as plan and you have to be flexible with your class at times.
After my week of Junior Field I realized that I do want to teach music but I still have a lot
to learn. My cooperating teacher told me on my last day You will never stop learning which I
took to heart because every day is another day to learn something new. I believe knowing that
you will always learn helps make a teacher more down to earth and realistic. No matter how
much they think they know they will always discover new ideas and ways to teach. My

cooperating teacher told me after 28 years of teaching that students would come up to her and
give her new ideas that she wished she would have learned sooner.
To be a successful teacher I learned I will also have to be very assertive when I first start
teaching. I need students to see me as their teacher and that I mean business. Classroom
management is the thing I fear most but I was told that you have to be strong and serious at first
and then as time goes on you can pull back. If you do not put down this foundation students will
never truly respect you and will try to walk all over you. Overall, I have learned so much and I
cannot wait to one day have my own classroom and I hope to touch students lives like my
cooperating teacher did.