Evidence | Artifacts
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Performance Artifacts
Concert Programs
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Collegial Dynamics
The relationship between musicians and a community makes music a compelling art form. At the center of what we do as performing ensembles is a service to the community in which we get to participate. The “service” in question depends on educational goals and participation of the adult communities and student experience in a performance-based…
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Community Membership & Support
Among the goals I have as an educator is helping people around me feel a sense of safety and belonging. At EPS, the opportunities to build community happen on and off campus. The most visible opportunity happens as Director of the Chamber Music Ensemble during concerts and assemblies. At these events, other students, faculty, staff…
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Program | Professional Development
One of the benefits of my role is the opportunity to engage with the school community on topics related to equity, inclusion, and belonging. As a co-coordinator for the Equity, Inclusion, and Compassionate Leadership(EICL) program, I have the privilege of sharing my perspectives and engaging in meaningful conversations with community members. Through workshops and presentations,…
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Differentiated Instruction & Assessment
Recognizing that every student has a unique learning profile, skill level, and interests is essential. This recognition leads to the implementation of differentiated instruction and assessment, which aims to consider and address the individual needs of each student. In my music classes, differentiated instruction can be particularly effective, as it allows for a more personalized…
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Classroom Culture
When thinking about a classroom and its culture, there are several factors I use to create a safe environment for student engagement. The use of routine and habits of mind for the ensemble are crucial components to help create a cohesive ensemble. What is gained in an ensemble routine is student preparedness, engagement, self-advocacy, perseverance,…
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Pedagogical Effectiveness
Tools used by music teachers are grounded in pedagogical effectiveness. One of the ways I ensure students receive variety in their music education is through the use of technology that helps them develop skills in their instrument and their understanding of music theory. From simply displaying the score to a piece of music to show…
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Professionalism | Executive Functioning
Teaching music and promoting diversity within the classroom can be a challenging task. As a music teacher and diversity practitioner, I aim to create a well-organized, positive learning environment that engages my students. Therefore, goal setting, organizing tasks and skills, and executing tasks are how executive functioning shows up in my classes. My personal professionalism…
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Assessment Practice
Assessments are used and viewed in several ways by a music teacher. In my class, I use assessments to serve the classroom experience and aid in developing performance competency for presentations—the expectations and outcomes written in the syllabus. However, for a performing arts class, the most common assessment happens at the moment as a formative…
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Curriuculum | Discipline Design
When considering my music courses, I ask, “What should my students understand about this subject?” One of the essential aspects is the framing of the main idea; whether the main subject is an artist or a particular theme, then I think about the design and implementation of the subject. Eventually, I turned my attention to…