K12 Performing Arts

Instruction Commentary
Instruction Commentary Directions: Respond to the prompts below (no more than 6 single-spaced
pages, including prompts) by typing your responses within the brackets following each prompt. Do not
delete or alter the prompts; both the prompts and your responses are included in the total page count
allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all
format specifications. Pages exceeding the maximum will not be scored.
1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan
number.
[ Lessons 1 and 2 ]
2. Promoting a Positive Learning Environment
In your response to this prompt, refer to scenes in the video clips where you provided a
positive learning environment.
How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage in
learning?
[ Throughout the video clip for lesson 1, I tried to ensure that I was hearing from all students,
ensuring that their opinion and voice was heard and valued in the classroom. I gave each
student an opportunity to share their thoughts in the classroom, and tried not to give
favoritism to students. Also, when students gave opinions and thoughts that did not align
with where I was trying to bring the conversation, I ensured to not shut them down and
instead try to influence more positive responses to help shape the overall group response. ]
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in developing
artistic skills (e.g., self expression, creativity, exploration/improvisation)
knowledge (e.g., tools/instruments, technical proficiencies, processes, elements,
organizational principles)
contextual understandings (e.g., social, cultural, historical, global, personal
reflection).
[ My students were engaged in learning artistic skills and contextual understandings
throughout the first video, as they were able to explore and describe the thoughts and
feelings that music made them feel. I planned to later use those thoughts and feelings in
later lessons to show students the importance of playing stylistically correct. The second
video showcased how students were learning the specific information behind the staccato
and accented styles, as well as how they learned to play each style on their own and
connect it to their band music. ]
b. Describe how your instruction linked students prior academic learning and personal,
cultural, and community assets with new learning.
[ In the second video, I linked the new information on how to play stylistically correct to their
preciously learned band music. We learned that music notation includes the style marks,
and that in addition to pitch and note length, note styles are equally important while reading
music. ]
4. Deepening Student Learning during Instruction
Refer to examples from the video clips in your explanations.
Copyright 2013 Board of Trustees of the Leland Stanford Junior University. of | 6 pages maximum 1 2
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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
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K12 Performing Arts
Instruction Commentary
a. Explain how you elicited student responses through performances, exercises, and/or
discussions and how you facilitated responses that supported students development
and application of artistic skills, knowledge, and/or contextual understandings.
[ Near the end of video 2, I started simply asking students to demonstrate their music for me,
while I listened carefully to hear for correct styles. I allowed all students to demonstrate at
least one style, and was encouraging growth and development if the demonstration was not
up to par. ]
b. Explain how you used modeling, demonstrations, and/or content examples to develop
students artistic skills, knowledge, and/or contextual understandings for creating,
performing, or responding to music/dance/theater.
[ The begging of video 2 is demonstrating a call and response activity that had the students
playing both staccato notes and accented notes. I played a neutral style, then changed it,
and had the students tell me what the change was. This not only had the students playing
new styles, but also had them engaged in listening as well as in their own playing, allowing
them to notice what they were doing and how. ]
5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.
a. What changes would you make to your instructionfor whole class and/or for students
who need greater support or challengeto better support student learning of the central
focus (e.g., missed opportunities)?
Consider the variety of learners in your class who may require different strategies/
support (e.g., students with IEPs, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[ I would change my lessons to include more percussion support. My percussion student did
a great job with staying engaged, but because of the nature of his instrument, there were
occasions where the knowledge I was sharing did not directly relate to what he was doing in
class. ]
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning and principles from theory and/or
research.
[ I believe that these changes would better support that individual students needs as a
percussionist. ]
Copyright 2013 Board of Trustees of the Leland Stanford Junior University. of | 6 pages maximum 2 2
All rights reserved. V2_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.