Artifact Reflection #4
Title of Artifact: Paper on teaching high brass
Date Experienced Completed: Fall 2004
Description of Artifact:
For the music methods class “High Brass Techniques”, we have to write a
paper at the end of the semester summarizing all that was taught throughout the
class. I wrote my paper so someone who has never played trumpet or French
horn before could read it and teach someone how to play. I used simple
language. This way, when non-music people read it, they can hopefully learn
from it. It is a detailed, step-by-step instructional paper on how to begin a
student on a high brass instrument.
Wisconsin Teacher Standard Alignment:
I believe this artifact best aligns with Standard Four: Instructional
Strategies. I feel this because standard four talks about using different
instructional strategies to encourage development of the student’s performance,
and that is exactly what my paper entails. This paper outlines the basic
problems encountered with a beginning brass student, and the different venues
of correcting them. It covers improper posture, and how to get them to sit
straight. What to do if someone isn’t breathing right, and how to get students to
breathe with their diaphragm. It also covers problems with how they are
holding the mouthpiece to their mouth, and the proper way to blow through a
horn to get a good full sound. Lastly it covers how to start a student, that is, take
a student who has never played brass before, and start them from scratch on the
instrument. What instrument is best for what mouth shapes, getting the student
to take care of their instrument, the basics. As for promoting technology, there
are many videos available that cover the same topics summarized in this paper.
We are taught to analyze playing problems by observing the student, asking
questions, making small adjustments, and not trying to correct everything in a
day. An example is: if a student is getting a thin, weak sound, have them sit up,
and take deep breaths from deep in their diaphragm. Have them sit with their
hands on their upper stomach, lower lung area. Have them take deep breaths.
Their stomachs should push out while breathing in, and deflate as they breathe
out. After having them do this several times, put the instrument back to their
mouths, and use their new found air for fully push the air through the horn. You
can also use this method to fix pitch issues, and posture. This paper gives a
detailed and simple enough break down so that problems can be assessed and
resolved.
University Wisconsin Platteville School of Education Knowledge, Skill,
Disposition Statement Alignment:
My artifact aligns with KS1.d-Demonstrates Knowledge of Resources. I
feel this because the paper is based heavily off of lectures from distinguished
teacher G. Dan Fairchild at the University Wisconsin Platteville. It also draws
upon the knowledge we learn from high brass handouts, and videos we
watched in class. There are many videos made available to teachers that have
very valuable information in them. I took many of those tips and tricks of the
trade into mind as I wrote this paper. I also feel it aligns with KS3.b-Uses
Questioning and Discussion Techniques. I feel this because a large part of
correcting student errors is leading them to correct themselves. By asking “How
do you think breathing effects sound quality?” you open the door for a
discussion that will greatly improve the student’s knowledge, while fixing a
common problem, like poor breath support. By asking questions, you not only
give your best assessment, but also help the student assess and correct
themselves. My artifact covers ways to ask small questions to get big results (like
the example mentioned before).
What I Learned from This Experience:
This paper was an experience in itself. It represents a semester of work.
By studying text, hands-on experience, and the instruction of a high brass
teacher, I learned while writing this paper how to teach high brass instruments.
This is a crucial step in a music teacher’s career. I learned how to fix common
problems, like breathing, posture, and mouth position, in beginning band
students, and how to start brass students in general. I really got a sense of what
impact these changes make. When you make small corrections on how a
student plays, you aren’t just making that correction for that second. You are
impacting their entire music career. Something you change, having them hold
their trumpet at ten degrees parallel from the ground for example, is a small
correction that will change how they sound and perform from that point on.
Especially when you have the student correct that in themselves, it will stay
with them forever.
What I Learned About Myself as a Prospective Teacher:
The most important lesson learned about my prospective teaching career
is that, although I am a woodwind player, I can teach brass. Any woodwind
player would feel a little insecure going into beginning band, and having to
teach brass. But after taking this class, writing this paper, and having to teach a
mock lesson that mirrors the paper, I feel much better about my brass teaching
capabilities. Along with this paper, we had to make a whole three-ring binder
explaining how to teach high brass. When I am out in the teaching world, I will
have this paper, and the class binder to look back on and help with any
questions I have. I now can confidently say I know how to teach brass!
Friday, May 6, 2011
Artifact 3 (written while student teaching)
Artifact Reflection #3
Title of Artifact: O.E.Gray Early Learning Center
Date Experienced Completed: Spring 2008
Description of Artifact:
In the spring of 2008, I took the class “Psychology of Learning”. For this class
we had service learning hours working with children who have special needs. For
my hours I worked in the three and four year old kindergarten with special needs
room at O.E.Gray Early Learning Center. Here I worked with16 children with
various mental and physical special needs. The disabilities ranged from many forms
of autism and speech impediments to missing limbs and undiagnosed cognitive
disabilities. I did early morning individual reading time, music hour, group story
time, snack time, craft time, and recess. It was wonderful. I enjoyed my time so
much that I stayed after my hours were done until the year was over. This artifact is
pictures of music time. The kids sat on large inner tubes so they could bounce
while they sang to the music. In these pictures we are singing “Itsy Bitsy Spider”
with hand actions they learned.
Wisconsin Teacher Standard Alignment:
I believe this artifact best aligns with Standard Three: Diversity. I feel this
because standard three talks about knowing that children learn differently. In this
room, we had so many different levels of learning and ability that lessons had to be
adapted individually no matter what we did. A big part of this was repetition. We
had the same schedule for everyday of the week, with slight variations within the
base schedule. Example being group stories changed on Tuesdays, or the letter
songs we sang rotated everyday. I helped on Tuesdays and some Thursdays. The
students who were higher functioning knew the schedule pretty well and even
helped us take care of the children who needed more help.
We adapted everything we did for the individual child to learn to their best
ability. Student A had an arm missing. So when we did crafts, we showed him
different ways to use the tools around him, or started the project before school so
that he didn’t have as far to go in the craft period. Student B was non-verbal and
didn’t respond to directions. We would sit with her and move her arms to the
music the same way all the other children were. By having repletion, a steady
schedule, and individual modifications for each child, the room was a successful
place for learning no matter what barriers or learning approaches they have.
University Wisconsin Platteville School of Education Knowledge, Skill,
Disposition Statement Alignment:
My artifact aligns with KSD3.e-Demonstrates flexibility and responsiveness. I
feel this because although we had a very wide range of functionality, each child
got the attention and modifications needed for their individual requirements. The
teachers knew each child well enough to know what they needed to learn. A huge
part of that is flexibility. We needed to be able to change lesson plans depending
on what kind of day the students were having, and what students were there that
day. We got the best experiences with our students because we knew what each
one needed to learn their best.
What I Learned from This Experience:
I learned that I love working with these students. Everyday was an adventure.
You had to be on your toes because you never knew what was coming next. You
never knew who was going to spill paint on themselves, or who was going to fall
asleep playing with puppets. It was good knowing that those students came to
school everyday like any other child and learned while having fun.
What I Learned About Myself as a Prospective Teacher:
I learned about individual modifications. I also learned how to put this
knowledge into a regular ed classroom. Every child deserves individual
modifications to various degrees.
I learned how some students just need a stable base and reputation. A lot of
the students will never be in regular ed classrooms full days. But when they come
into the classroom at the learning center, they know what they are going to be
doing, and leave the classroom with a feeling of accomplishment. While other
classrooms are learning colors and numbers, we were teaching the students life
skills to move on into regular ed classrooms. I learned so much from these students.
Title of Artifact: O.E.Gray Early Learning Center
Date Experienced Completed: Spring 2008
Description of Artifact:
In the spring of 2008, I took the class “Psychology of Learning”. For this class
we had service learning hours working with children who have special needs. For
my hours I worked in the three and four year old kindergarten with special needs
room at O.E.Gray Early Learning Center. Here I worked with16 children with
various mental and physical special needs. The disabilities ranged from many forms
of autism and speech impediments to missing limbs and undiagnosed cognitive
disabilities. I did early morning individual reading time, music hour, group story
time, snack time, craft time, and recess. It was wonderful. I enjoyed my time so
much that I stayed after my hours were done until the year was over. This artifact is
pictures of music time. The kids sat on large inner tubes so they could bounce
while they sang to the music. In these pictures we are singing “Itsy Bitsy Spider”
with hand actions they learned.
Wisconsin Teacher Standard Alignment:
I believe this artifact best aligns with Standard Three: Diversity. I feel this
because standard three talks about knowing that children learn differently. In this
room, we had so many different levels of learning and ability that lessons had to be
adapted individually no matter what we did. A big part of this was repetition. We
had the same schedule for everyday of the week, with slight variations within the
base schedule. Example being group stories changed on Tuesdays, or the letter
songs we sang rotated everyday. I helped on Tuesdays and some Thursdays. The
students who were higher functioning knew the schedule pretty well and even
helped us take care of the children who needed more help.
We adapted everything we did for the individual child to learn to their best
ability. Student A had an arm missing. So when we did crafts, we showed him
different ways to use the tools around him, or started the project before school so
that he didn’t have as far to go in the craft period. Student B was non-verbal and
didn’t respond to directions. We would sit with her and move her arms to the
music the same way all the other children were. By having repletion, a steady
schedule, and individual modifications for each child, the room was a successful
place for learning no matter what barriers or learning approaches they have.
University Wisconsin Platteville School of Education Knowledge, Skill,
Disposition Statement Alignment:
My artifact aligns with KSD3.e-Demonstrates flexibility and responsiveness. I
feel this because although we had a very wide range of functionality, each child
got the attention and modifications needed for their individual requirements. The
teachers knew each child well enough to know what they needed to learn. A huge
part of that is flexibility. We needed to be able to change lesson plans depending
on what kind of day the students were having, and what students were there that
day. We got the best experiences with our students because we knew what each
one needed to learn their best.
What I Learned from This Experience:
I learned that I love working with these students. Everyday was an adventure.
You had to be on your toes because you never knew what was coming next. You
never knew who was going to spill paint on themselves, or who was going to fall
asleep playing with puppets. It was good knowing that those students came to
school everyday like any other child and learned while having fun.
What I Learned About Myself as a Prospective Teacher:
I learned about individual modifications. I also learned how to put this
knowledge into a regular ed classroom. Every child deserves individual
modifications to various degrees.
I learned how some students just need a stable base and reputation. A lot of
the students will never be in regular ed classrooms full days. But when they come
into the classroom at the learning center, they know what they are going to be
doing, and leave the classroom with a feeling of accomplishment. While other
classrooms are learning colors and numbers, we were teaching the students life
skills to move on into regular ed classrooms. I learned so much from these students.
Artifact 2 (written while student teaching)
Artifact Reflection #2
Title of Artifact: Theory 2 at Pioneer Summer Music Camp
Date Experienced Completed: Summer of 2007
Description of Artifact:
Every year I am a counselor for Pioneer Summer Music Camp, held on
the UW-P campus. Not only am I in charge of watching the kids every minute
of everyday, but I also have other responsibilities. I get to help run choir
rehearsal, and help organize fun social events. Another one of my
responsibilities is teaching music theory 2.
Every student takes a simple placement test, and is placed by ability in
one of the classes. The children coming in have every variety of skill level and
performance. Theory 2 is for those students who do not know much music
theory, but know at least a little. I teach them time signatures (the beat/rate at
which something is played), note value (how long a note gets in relation to the
time signature), and how both are dependant on each other. My artifact is the
worksheets I use to help teach this class. We have five days to teach what we
want to get across, and time signatures can be very tricky for beginning
students. I feel these handouts make learning quicker, and easier for the young
student.
Wisconsin Teacher Standard Alignment:
I believe this artifact best aligns with Standard Two: Development-
teachers know how children grow. I understand that children taking this class
have all had a very broad range of previous instruction. They are a variety of
ages, and performance ability. With this in mind, you have to teach so that
everyone will get something from it. My goal was to have the students walk
away at the end of the week with the confidence to understand, and be able to
analyze, any piece with different time signatures they may come across. I have
this goal for them because the key to reading music is understanding the beats,
and the rhythms in the measure. If a student can read a time signature, they are
one step closer to being able to read the rhythms. When a student can read
rhythms accurately, they will more than likely succeed in music. When I set the
goal of having them understand time signatures, I am setting them up for
success! And isn’t that what we want for all our kids?
These handouts make it easy for students of any ability level to
understand the concept of time, and what time signatures mean. Not only that,
but it gives the children a visual representation of what the musical concept is
trying to portray. We learn that all students have different ways of learning. By
having this picture for them to follow, I am appealing to the visual learners, as
well as auditory learners. The next step, for the kinesthetic learners, would be
having the students clap and count the rhythms and how they differ. By using
this one handout, I can appeal to all the different ways children receive and
process information. By relating it with pictures, and breaking it down,
hopefully they will be ale to hold onto this information longer, and carry into
their own performance abilities. Sometimes the students don’t realize just how
much math is involved in music! The pictures make a chart to follow, when
words are sometimes harder to explain this concept. Now, with this clear-cut
picture, they will be able to not only help themselves, but also will be able to
access and help each other learn the concept.
University Wisconsin Platteville School of Education Knowledge, Skill,
Disposition Statement Alignment:
My artifact aligns with KD1.b-Demonstrates knowledge of students. I
feel this because I understand that all children learn differently, and I feel my
artifact can be used to fit all their needs. No matter what their background is, no
matter what culture they come from, if they are taking music, they can
understand this. Music is the universal language. Once you learn how each
child learns, it is only a matter of giving information that way. I am truly
fortunate in music to be able to teach the same lesson in every different way.
There aren’t too many modifications that have to be made to adjust to each
student. Whether it is explaining with lecture, writing it out, or actually
clapping/playing/singing it, the students can walk away knowing something
they didn’t before this lesson was taught.
This alignment is one of my favorites because it means you have to learn
your students. They aren’t just a name or a number. They each have their own
interests. They each have their own way of taking the information you give, and
applying it to what they know. By having to know each child’s learning
capability, you have to know the child! I completely advocate knowing as
much as you can about the child. The more you know, the more you can relate
information to them. This way, learning is personal. Learning is fun. Learning is
something they can carry with them forever.
What I Learned from This Experience:
I learned that no matter what background a student comes from, when
you are teaching a new musical concept to everyone, the playing field seems
more level. So many of the children freak out when they hear they will be
taking music theory. I feel that by handing out these worksheets for everyone to
follow along, they are more apt to not only pay attention, but also grasp the
concept. By taking this music concept, and drawing it out, the student can grasp
what it means. So much of music is emotion, and a deep understanding of
something that can’t be explained. By actually making a formula for
understanding “musical time” the students can feel more confident in their
counting and playing abilities!
What I Learned About Myself as a Prospective Teacher:
I learned that I really can teach complex concepts to young students. I
worked hard trying to figure out a way to teach time signatures, knowing that
most of these students have never been exposed to what it really means. When I
came up with making a work sheet, I knew I had to make it simple, and by
making it the way I did, any new student can look at it, and understand it. I
learned I really was paying attention in my music theory classes throughout
college :)
Title of Artifact: Theory 2 at Pioneer Summer Music Camp
Date Experienced Completed: Summer of 2007
Description of Artifact:
Every year I am a counselor for Pioneer Summer Music Camp, held on
the UW-P campus. Not only am I in charge of watching the kids every minute
of everyday, but I also have other responsibilities. I get to help run choir
rehearsal, and help organize fun social events. Another one of my
responsibilities is teaching music theory 2.
Every student takes a simple placement test, and is placed by ability in
one of the classes. The children coming in have every variety of skill level and
performance. Theory 2 is for those students who do not know much music
theory, but know at least a little. I teach them time signatures (the beat/rate at
which something is played), note value (how long a note gets in relation to the
time signature), and how both are dependant on each other. My artifact is the
worksheets I use to help teach this class. We have five days to teach what we
want to get across, and time signatures can be very tricky for beginning
students. I feel these handouts make learning quicker, and easier for the young
student.
Wisconsin Teacher Standard Alignment:
I believe this artifact best aligns with Standard Two: Development-
teachers know how children grow. I understand that children taking this class
have all had a very broad range of previous instruction. They are a variety of
ages, and performance ability. With this in mind, you have to teach so that
everyone will get something from it. My goal was to have the students walk
away at the end of the week with the confidence to understand, and be able to
analyze, any piece with different time signatures they may come across. I have
this goal for them because the key to reading music is understanding the beats,
and the rhythms in the measure. If a student can read a time signature, they are
one step closer to being able to read the rhythms. When a student can read
rhythms accurately, they will more than likely succeed in music. When I set the
goal of having them understand time signatures, I am setting them up for
success! And isn’t that what we want for all our kids?
These handouts make it easy for students of any ability level to
understand the concept of time, and what time signatures mean. Not only that,
but it gives the children a visual representation of what the musical concept is
trying to portray. We learn that all students have different ways of learning. By
having this picture for them to follow, I am appealing to the visual learners, as
well as auditory learners. The next step, for the kinesthetic learners, would be
having the students clap and count the rhythms and how they differ. By using
this one handout, I can appeal to all the different ways children receive and
process information. By relating it with pictures, and breaking it down,
hopefully they will be ale to hold onto this information longer, and carry into
their own performance abilities. Sometimes the students don’t realize just how
much math is involved in music! The pictures make a chart to follow, when
words are sometimes harder to explain this concept. Now, with this clear-cut
picture, they will be able to not only help themselves, but also will be able to
access and help each other learn the concept.
University Wisconsin Platteville School of Education Knowledge, Skill,
Disposition Statement Alignment:
My artifact aligns with KD1.b-Demonstrates knowledge of students. I
feel this because I understand that all children learn differently, and I feel my
artifact can be used to fit all their needs. No matter what their background is, no
matter what culture they come from, if they are taking music, they can
understand this. Music is the universal language. Once you learn how each
child learns, it is only a matter of giving information that way. I am truly
fortunate in music to be able to teach the same lesson in every different way.
There aren’t too many modifications that have to be made to adjust to each
student. Whether it is explaining with lecture, writing it out, or actually
clapping/playing/singing it, the students can walk away knowing something
they didn’t before this lesson was taught.
This alignment is one of my favorites because it means you have to learn
your students. They aren’t just a name or a number. They each have their own
interests. They each have their own way of taking the information you give, and
applying it to what they know. By having to know each child’s learning
capability, you have to know the child! I completely advocate knowing as
much as you can about the child. The more you know, the more you can relate
information to them. This way, learning is personal. Learning is fun. Learning is
something they can carry with them forever.
What I Learned from This Experience:
I learned that no matter what background a student comes from, when
you are teaching a new musical concept to everyone, the playing field seems
more level. So many of the children freak out when they hear they will be
taking music theory. I feel that by handing out these worksheets for everyone to
follow along, they are more apt to not only pay attention, but also grasp the
concept. By taking this music concept, and drawing it out, the student can grasp
what it means. So much of music is emotion, and a deep understanding of
something that can’t be explained. By actually making a formula for
understanding “musical time” the students can feel more confident in their
counting and playing abilities!
What I Learned About Myself as a Prospective Teacher:
I learned that I really can teach complex concepts to young students. I
worked hard trying to figure out a way to teach time signatures, knowing that
most of these students have never been exposed to what it really means. When I
came up with making a work sheet, I knew I had to make it simple, and by
making it the way I did, any new student can look at it, and understand it. I
learned I really was paying attention in my music theory classes throughout
college :)
Artifact 1 (written while student teaching)
Artifact Reflection #1
Title of Artifact: WDHS Color Guard Instructor
Date Experience Completed: Fall 2008
Description of Artifact:
While student teaching at Wisconsin Dells High School, I got to be the color
guard (flag squad) instructor during the marching band season. It was my job to
make up all routines for the squad, and teach it to them. Every week I made a
reminder packet for the girls breaking down all the routines we had just learned so
they could study the packet and be extra ready for the upcoming performance. For
the final concert, I made a huge packet with all the routines we had learned and
would be performing. This artifact is the packet I made them. It explains all
routines, the order of the concert, and what is needed of them at the concert.
Wisconsin Teacher Standard Alignment:
I believe this artifact best aligns with Standard One: Content. I feel this
because standard one talks about really knowing the core concepts and being able
to utilize them into meaningful lessons. In order to be a color guard instructor, not
only do you have to know movement, but really understand the music. You have to
understand the concept of pulse, and the movement of the music. You also have to
understand how to put to movement and music together. You can’t just sit down
and write a color guard routine. You have to do lots of score prep, and listening to
the music. Score prepping is when you look at the score and break it into sections.
When does the melody come back, is there any music that repeats itself, and what
phrasing the music has. You must know the music inside and out. You also have to
be able to teach it effectively. You have to know pacing, and how to explain it to
each person on the squad’s different levels of ability.
As you can see in the artifact, it breaks down not only each section, but also
each move, into counts. There is a regional language with color guard. Guards
from different learning styles could have very different names for the same move.
Since it was my first year working with the guard at WI Dells high school, I had to
adapt my language, and broaden theirs. Something I have grown up calling “front
sweeps” is a move they call “giants”. Very different language for the same move.
To accommodate for this, I have broken down all moves into counts, so that
language will not be a barrier. This requires the instructor to know the counts of the
music really well, and be able to convey it to the students effectively, while
reminding them how much fun color guard is!
After the season, my color guard said that the packets really helped them
learn, and not just perform the routines, but understand them.
University Wisconsin Platteville School of Education Knowledge, Skill,
Disposition Statement Alignment:
My artifact aligns with KSD1.a-Demonstrates knowledge of content and
pedagogy. I feel this because in order to write and teach color guard routines, you
have to know what you are teaching! One has to have an in depth knowledge of
musical counts, break down of moves, and what actions go with what parts of
music. You also have to know how to adapt routines, and teach at different speeds.
I also feel it aligns with KS3.c-Engages student in learning. I think my student
teaching advisor said it best when she said, “When you’re teaching something as
exciting as color guard, how can students NOT be engaged?” Teaching color guard
is not like teaching math or English. They are up and moving. They have to be
engaged because you can tell by looking at the squad who is and is not getting it.
They are actively involved in asking questions and helping each other out.
What I Learned from This Experience:
I have been a color guard instructor for many schools, but I never had to write
and teach so many routines. It was really nice to have my own time to pace things,
and teach what I wanted. I learned how to accurately break down moves in color
guard language that I was not familiar with.
What I Learned About Myself as a Prospective Teacher:
I learned how to pace my lessons. There were so many routines, and I had to
fit all of them into the class periods I had before the performances. This means that
some routines had to be modified because not enough time could be given to work
on the harder parts. I learned sometimes you just don’t have enough time for
everything you planned! And you just have to teach them everything you can to
help them succeed.
I also learned how to adjust lessons for all the different levels of ability. In
order for everyone to look good and together, you need to write for your newest
members. There was such a variety! We had girls that have never spun, and some
girls that have been spinning flag their whole high school career. I learned that I
naturally write sequences in the routines. I make one easier, and one harder, and
then the each student can spin to the best of their ability.
Title of Artifact: WDHS Color Guard Instructor
Date Experience Completed: Fall 2008
Description of Artifact:
While student teaching at Wisconsin Dells High School, I got to be the color
guard (flag squad) instructor during the marching band season. It was my job to
make up all routines for the squad, and teach it to them. Every week I made a
reminder packet for the girls breaking down all the routines we had just learned so
they could study the packet and be extra ready for the upcoming performance. For
the final concert, I made a huge packet with all the routines we had learned and
would be performing. This artifact is the packet I made them. It explains all
routines, the order of the concert, and what is needed of them at the concert.
Wisconsin Teacher Standard Alignment:
I believe this artifact best aligns with Standard One: Content. I feel this
because standard one talks about really knowing the core concepts and being able
to utilize them into meaningful lessons. In order to be a color guard instructor, not
only do you have to know movement, but really understand the music. You have to
understand the concept of pulse, and the movement of the music. You also have to
understand how to put to movement and music together. You can’t just sit down
and write a color guard routine. You have to do lots of score prep, and listening to
the music. Score prepping is when you look at the score and break it into sections.
When does the melody come back, is there any music that repeats itself, and what
phrasing the music has. You must know the music inside and out. You also have to
be able to teach it effectively. You have to know pacing, and how to explain it to
each person on the squad’s different levels of ability.
As you can see in the artifact, it breaks down not only each section, but also
each move, into counts. There is a regional language with color guard. Guards
from different learning styles could have very different names for the same move.
Since it was my first year working with the guard at WI Dells high school, I had to
adapt my language, and broaden theirs. Something I have grown up calling “front
sweeps” is a move they call “giants”. Very different language for the same move.
To accommodate for this, I have broken down all moves into counts, so that
language will not be a barrier. This requires the instructor to know the counts of the
music really well, and be able to convey it to the students effectively, while
reminding them how much fun color guard is!
After the season, my color guard said that the packets really helped them
learn, and not just perform the routines, but understand them.
University Wisconsin Platteville School of Education Knowledge, Skill,
Disposition Statement Alignment:
My artifact aligns with KSD1.a-Demonstrates knowledge of content and
pedagogy. I feel this because in order to write and teach color guard routines, you
have to know what you are teaching! One has to have an in depth knowledge of
musical counts, break down of moves, and what actions go with what parts of
music. You also have to know how to adapt routines, and teach at different speeds.
I also feel it aligns with KS3.c-Engages student in learning. I think my student
teaching advisor said it best when she said, “When you’re teaching something as
exciting as color guard, how can students NOT be engaged?” Teaching color guard
is not like teaching math or English. They are up and moving. They have to be
engaged because you can tell by looking at the squad who is and is not getting it.
They are actively involved in asking questions and helping each other out.
What I Learned from This Experience:
I have been a color guard instructor for many schools, but I never had to write
and teach so many routines. It was really nice to have my own time to pace things,
and teach what I wanted. I learned how to accurately break down moves in color
guard language that I was not familiar with.
What I Learned About Myself as a Prospective Teacher:
I learned how to pace my lessons. There were so many routines, and I had to
fit all of them into the class periods I had before the performances. This means that
some routines had to be modified because not enough time could be given to work
on the harder parts. I learned sometimes you just don’t have enough time for
everything you planned! And you just have to teach them everything you can to
help them succeed.
I also learned how to adjust lessons for all the different levels of ability. In
order for everyone to look good and together, you need to write for your newest
members. There was such a variety! We had girls that have never spun, and some
girls that have been spinning flag their whole high school career. I learned that I
naturally write sequences in the routines. I make one easier, and one harder, and
then the each student can spin to the best of their ability.
Resume
Ashley
M. Miller
103 N. McKinley St. Cell: (608) 732-6761
Lancaster,
WI 53813 ashley.music.miller@gmail.com
OBJECTIVE
To be a
middle school band teacher
EDUCATION
University
of Wisconsin-Platteville, Platteville, WI
Bachelors
of Science, December 2008
Majors:
Instrumental/General Music Education
FIELD
EXPERIENCE
Band Director, Lancaster Middle School,
Lancaster WI, September 2011-Present
-Beginning
band lessons, 6th-8th grade bands, 6th-8th
grade lessons jazz
ensemble,
various small ensembles, and middle school marching band
-6th
grade general music, cross-curriculum
-Color
Guard Instructor
Armada Cadet Winterguard, Oregon WI, October 2009-Present
-Director
for competitive winterguard (4th-8th grade)
UW-Platteville
Pioneer Summer Music Camp Staff/Counselor, June
2004-Present
-Rehearsal
assistant for the middle school band
-Music
Theory 2 teacher
-Assistant
to woodwind sectionals, and clarinet master class
Child Development Inc/Little Chicks
Learning Academy, Madison WI, March
2010-August
2011
-Lead
teacher 2-3 year old room. Creative curriculum experience
-CPR,
Shaken Baby, SIDS trained
Long Term Substitute, Park View Middle School, Mukwonago WI January 2010-April 2010
-8th
Grade Band, beginning band, beginning band lessons
-7th
Grade “Life Music” class
Substitute Teaching Madison, Oregon, and Verona September 2009-March 2010
-Sub
for all grades and all subjects
Substitute Teaching in the Iowa City School District March 2009-June 2009
-Long
term substitute in the MDBD room at Mark Twain Elementary school.
Students
with various cognitive disabilities and behavioral problems.
Student Teaching in Wisconsin Dells, August 2008-January 2008
Wisconsin Dells High School and
Spring Hill Middle School Bands
-Teaching
and conducting full band rehearsals for various grades
-Assisted
with jazz band, small ensembles, and solos of various instruments
-Color
guard instructor for high school
Pre-student
Teacher in Platteville School District, February
2008 – May 2008
Platteville
High School and Platteville Middle School Bands
-Taught
band lessons, various ensembles, and full bands
-Assisted
in high school adaptive music class for children with special needs
-Wrote,
taught, and auditioned color guard
WORK
EXPERIENCE
Piggly
Wiggly, October 2002- August 2008, Platteville,
WI
-Check-out
Operator, Deli Clerk, Customer Service Clerk, Video Clerk, Bakery
Clerk,
Sign Maker, count tills
McDermott’s
Cafe, April 1998- October 2002, Platteville,
WI
-Waitress,
busser, hostess, customer service
LEADERSHIP
POSITIONS
-Wind
Ensemble President, September 2007 - May 2008
-Coro
d’Angeli President, September 2007 - May 2008, Social Chair, September
2004-May
2005
-Chamber
Choir, Social Chair September 2007 - May 2008
-University
Singers, Vice President September 2005 - December 2006, Social
Chair,
September 2004-May 2005
-Marching
Pioneers, Color Guard Captain, May 2007-December 2007
-Sigma
Alpha Iota, Music Director, December 2007-May 2008, Editor, May 2007-
December
2007, President, May 2006-May 2007,
Vice President Ritual, May
2005-May
2006, Sergeant at Arms, May 2004-May 2005.
Fall 2004-Spring
2008:
Homecoming Chair, Fundraising Chair, Community Service Chair, and
Fraternity
Education Chair
-Segregated
University Fee Allocation Commission- LAE Commissioner,
November
2006-May 2008
-Section
Leader: Wind Ensemble-bass clarinet, Orchestra-viola, Symphony Band-
bass
clarinet
COLLEGE
ACTIVITIES
-Relay
For Life, McDermott Family Team, April 2001-present
-University
of Wisconsin-Platteville Marching Pioneers Marching Band,
August
2003 –December 2007
-Symphonic
Wind Ensemble, September 2003 – May 2008
-Coro
d’Angeli Women’s Choir, September 2003 - May 2008
-Sigma
Alpha Iota, February 2004- May 2008
-Colligate
Music Educators National Conference, September 2004- May 2008
-Segregated
University Fee Allocation Commission, November 2006- May 2008
-Chamber
Choir, December 2007- May 2008
-University
Community Orchestra, August 2003-May 2005, February-May 2008
-University
Singers, August 2003-December 2007
HONORS
AND AWARDS
-University
Wisconsin Platteville Alumni Association Lifetime Achievement Award,
Graduation,
December 2008
-Sigma
Alpha Iota Katie Hartke Memorial Scholarship, January 2008
-John
Riddle Music Scholarship, May 2003-May 2007
-UW-Platteville
Chancellor’s List
-Wisconsin
National Band Association Collegiate All Star Band Member, January
2003
– January 2008
-College
Music Educators National Conference Colligate Honors Band Member,
February
2004
References
Marti Fults, Band
director Wisconsin Dells High School and Spring Hill Middle School
520 Race St. Cell: (608)
408-0306
Wisconsin Dells, WI 53965 mfults@sdwd.k12.wi.us
Nick Lane,
Director of bands Oregon High School, Shadow Armada Marching Band
345 Perry
Parkway Cell:
(608) 692-0525
Oregon, WI
53575 nel@oregonsd.net
Dr. Barry
Ellis, Director of bands and professor of Conducting
at UW-Platteville
161 Doudna
Hall School: (608) 342-1017
1 University
Plaza Cell: (608)
778-7950
Platteville,
WI 53818 ellisb@uwplatt.edu
Matthew Gregg,
Assistant Director of bands at
UW-Platteville, Director Marching Pioneers
162 Doudna
Hall School: (608) 342-1019
1 University
Plaza Cell: (608)
577-6475
Platteville,
WI 53818 greggm@uwplatt.edu
Jimmy Brooks, Former Director
Child Development Inc.
Stoughton, WI 53589 Cell: (608)
515-4057
futuregenerationsjames@yahoo.com
Subscribe to:
Posts (Atom)