I endeavor to engage each and every student in the process of learning about and creating music. I hope to make music a fun and enjoyable experience for all students. Every student receives positive support and encouragement from me and the other students. I encourage all students to accept responsibility for their learning by assigning leadership roles, using collaboration models, and by demonstrating music learning behaviors. All directions given by me are clear, understandable, appropriate, and designed for student achievement and success.
I endeavor to maintain communications with teachers concerning students with special needs or accommodations and ask to be informed of any changes in the classroom environment, management, or circumstances.
Clear
and Organized Curriculum
My music curriculum is based on the K-12 National Standards for Music Education, published by M.E.N.C. (Music Educators National Conference). It incorporates the pedagogy of Orff, Kodaly, and Dalcroze. It is supported by the music teaching series The Music Connection, Silver Burdett Ginn, and Share the Music, McGraw-Hill. It is enriched from the best practices of Betsy Henderson, Doug Goodkin, Sue Metz, Jill Trinka, Marc Marmorstein, Alexis Zolczer, Dan Scarlett, Carolyn Barrett, Konnie Saliba, Betty Bertaux, Celia Canty, Janet Greene, Patty Zeitlin, Judy West, Lisa Ann Parker, Janet Thorgrimson, and Sandra Stauffer.
My music curriculum teaches the five elements of music (rhythm, harmony, melody, form, and expression) through playing instruments, singing, creating, moving, and listening. Music learning is sequenced according to a codification scheme of music concepts and skills I developed which is available as teacher reference in a computer software program I created called MusicView © Jack Stanfill, 1996.
Planned
Instruction for All Students
I subscribe to Howard Gardner’s Theory of Multiple Intelligences. Students have the opportunity to exercise their strengths as well as their weaknesses in all of the various learning modalities. This holistic approach promotes higher-order thinking skills using project-based learning, questioning strategies, creativity, reflection, student responses, and collaboration.
Music provides an opportunity to celebrate the diversity of the individual as well as recognize commonalities with others. Cultural awareness and appreciation is enhanced through expression.
Evaluation
of Student Progress
Assessment is performance-based and is derived from the benchmarks in the K-12 National Standards for Music Education (MENC). Each student has a music portfolio. Positive reinforcement addresses student motivation for learning. I also incorporate negotiated rubrics to enhance ownership of learning.