Performing Arts

Task 1: Context for Learning Information

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TASK 1: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 3 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: _____
Middle school: __X__
High school: _____
Other (please describe): _____
Urban: _____
Suburban: __X__
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[ This is a public school program within its own district, and although special education
resources are abundant at this particular school, none are present during this class period to
affect my lesson segments or have an impact on a student during instructional time. ]
3. Describe any facilities considerations that might impact your instruction (e.g., equipment
needs, room layout/design, access to performance/practice space, instruments,
accompanist, storage).
[ With Apple TV, the projection of materials on a screen is extremely easy, so I plan on
making the most of that advantage. The set up of the room includes aisles, which is
beneficial to being able to closely monitor what exactly students are doing. There is also a
white board where the plan for the day is written per class and space to utilize for other
related activities. There are two practice rooms available during the day for individual
performance assessments that can be recorded and uploaded to Google Classroom, which
is conducive to having a playing assessment. ]
4. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, performance schedules, or standardized tests.
[ Every class has a routine, specifically for warm-up at the beginning of class, so my lessons
are planned after those few minutes. Another factor to instruction is that students in both
band and choir switch between the two classes every other day. All testing will have been
completed and should not provide a disturbance. ]

About the Class Featured in This Assessment

1. How much time is devoted each day to performing arts instruction in your classroom?
[ Each class period is forty-two minutes long, however for the band classes, a timer of two
minutes is set at the beginning of class so the students have additional time to set up. That
leaves forty minutes of instructional time. ]
2. Identify any textbook or instructional program you primarily use for instruction. If a textbook,
please provide the title, publisher, and date of publication.
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
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All rights reserved.
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Performing Arts
Task 1: Context for Learning Information
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[ All warm ups come from the book Warm Ups and Beyond by Timothy Loest (FJH Music
Company, 2003. They also worked with the same David Newell book I mention in Task 1,
The Simple Rhythmatician (Niel A. Kjos Music Company, 2007. ]
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online
resources) you use for instruction in this class.
[ The students use SmartMusic and/or Google Classrooms in practice rooms before, during,
and after the school day to complete playing assessments. As far as teacher resources are
concerned, as I mentioned previously, there is an AppleTV in this classroom that makes it
very easy and accessible to project things on the screen. Normally, we project a tuner, but in
several instances, we have shown videos, we have used the camera to provide a visual
example, and we have utilized other chalkboard applications as well as other online
resources. There is also a white board where we can work through problems together in real
time as well as where we put important due dates, what is happening after school, and the
agenda for each class period. ]

About the Students in the Class Featured in This Assessment

1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[ This class is comprised of all sixth grade students. ]
2. Number of
students in the class: _28_
males: __18__ females: __10__
3. Complete the chart below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the chart. Some rows have been
completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., English language
learners, gifted students needing greater support or challenge, students with Individualized
Education Programs [IEPs] or 504 plans, struggling readers, underperforming students or
those with gaps in academic knowledge).
Students with Specific Learning Needs
IEP/504 Plans:
Classifications/Needs

Number of
Students

Supports, Accommodations,
Modifications, Pertinent IEP Goals

Autism/Speech Impediment

Rephrase instruction

Low Functioning Intelligenceneeds time and a half to

process

Rephrase instruction, more visual aids in

class, more time given to process,
perhaps a modified assignment

Other Learning Needs

Number of
Students

Supports, Accommodations,
Modifications

Brachial Issues

Needs to sit up front in class, cannot take

tests for extended amounts of time

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

2! of 3! | 3 pages maximum
All rights reserved.
V3_0914
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.

Performing Arts
Task 1: Context for Learning Information
!

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

3! of 3! | 3 pages maximum
All rights reserved.
V3_0914
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.