In my music classes, differentiated instruction can be particularly effective, as it allows for a more personalized approach to learning. As a music teacher, I have worked to implement differentiated instruction in the Rock Orchestra and the Chamber Music Ensemble. In addition, through various class assignments, I strive to allow every student to feel a sense of belonging and connection to the materials studied in class. Ultimately, the goal is to help students reach their full potential and develop as musicians.

(1) Considers and addresses each student’s learning profile

The Rock Orchestra offers a format that allows students to play instruments not typically used in symphonic orchestra settings, such as electric guitars and the drum set. My decision to switch the Rock Orchestra instrumentation was directly related to students’ requests for more opportunities to perform and participate in music classes. Additionally, when appropriate, students were offered project-based learning opportunities to meet the performance/presentation requirement of the curriculum. This project-based learning approach aligns with differentiated instruction, where students can work on tasks that meet their learning styles, skill level, and interests. For example, the class assignments about Duke Ellington and Jimi Hendrix offer some of the best examples of students’ work in how different students might have needed options other than performance to share their knowledge and understanding related to music.

(2) Designs class activities and assignments that engage and accommodate for both individual students and a diverse group of learners

If there was a silver lining to some of the turmoil of the 2020 pandemic, it could have been how students created performances and presentations to share with the community. During the middle of the trimester, I assigned students to develop a proposal for digital performance. The assignment given to all students gave the same direction. However, students were aware that most of the creative methods of expression were all up to them. Some students chose to work with others, and some decided to work independently. Below is the language used for the class assignment and several final student submissions.

(3) Builds in opportunities for each student to contribute during each class period

Building opportunities for each student to contribute during class time is essential to creating an inclusive and engaging learning environment. For example, as part of this project about Duke Ellington, students were asked to think about a question they wanted to answer related to Duke Ellington’s life or career. This approach encouraged students to take ownership of their learning and explore topics that they found personally interesting.

I shared several student examples demonstrating a wide range of questions and ideas. One middle school student, for instance, wanted to understand better the importance of the relationship between Duke Ellington and Billy Strayhorn. This question allowed the student to explore the unique partnership between the two musicians and how they influenced each other’s work.

On the other hand, an upper school student was interested in how Duke Ellington navigated race throughout his career. This question allowed the student to delve into the complex social and cultural context in which Ellington worked and how he responded to the challenges he faced.

In the last example, one student wrote a children’s book about the relationship between Jimmy Blanton and Duke Ellington. This project allowed the student to express their creativity and develop their writing skills while exploring a specific aspect of Ellington’s life and career.

All students were required to present their research during the last week of school as part of the last classes of the term. This approach allowed each student to contribute to the course and share their learning with their peers. By providing this opportunity for student contribution, my goal was to create an engaging learning environment where each student could thrive.

(4) Provides alternative explanations of course concepts

Finding alternative ways to teach music concepts and history to engage students in the learning process is an underutilized aspect of music education. Providing options that allow students to explore music history and theory through their interests can help them develop a deeper understanding and appreciation for music.

One approach to providing alternative explanations of music concepts and history is to give students the flexibility to choose how they want to present their understanding of a particular topic. For example, during a unit on Duke Ellington, students were given various storytelling options. These included visual art like comic strips and children’s books, digital formats like podcasts and cartoons, and film and drama options like creating a short film or writing a one-act play.

These options allowed students to showcase their creativity and problem-solving skills by exploring different ways to tell the story of Duke Ellington’s life and career.
Providing alternative explanations also means incorporating accurate dates and events related to the artist while allowing students to create a fictional story around it. My goal in this approach also allows students to understand music concepts and history better as they research the subject.
Giving students the flexibility to choose how they want to present their understanding of a particular topic helped tap into different learning styles and skills, allowing them to engage with the material in the most meaningful ways.

(5) Adapts instruction based on formative assessment

Often lessons change from class to class session with a performance or presentations as the summative assessment. The anticipation for changes during the term is seen below, with as many details as I can anticipate before the first day of classes. I don’t always get to prepare in this way, but it has been a helpful model for me to use when needed. Ultimately, my goal in planning this way is to anticipate options for the directions I wish students to pursue. I try my best to guide what will work for me as their instructor and where their interest is as part of the learning process. However, as I evaluate their learning of their instruments, I need to use those performance assessments to help students make deeper connections to the music and history they are learning.