Differentiation

Differentiation is important for all learners. Music is unique in that it involves students to play and sing in ensembles. When students are learning, I am able to capitalize on student strengths while guiding students to overcome their weaknesses. Ensembles allow me as the teacher to assess where individual students are best served. I am able to place students on vocal or instrument parts where they are given a chance to grow without being overwhelmed. Here are some examples of how I have differentiated in my lessons. Please also visit the "Lesson Plans" page for information on how the particular lesson provides differentiation.

1. Instrumental Parts: Instrumental pieces are taught from Pre-Kindergarten through 8th grade. All students are taught each part of a lesson to understand how the piece works together as a whole. After all parts are added, students have opportunities, with teacher direction, to select which part would best serve them as a growing musician. For example, in the lesson "We're Going on a Bear Hunt" for Pre-Kindergarten, there are numerous instrument parts. One of the parts is the sound of the wind. Students are asked to twirl a wind tube for this part. Most students are able to play this part with ease. Another part is the sound of the cave, which is played on a gong. It begins at pianissimo and swells into a giant crescendo when the students encounter the bear. This part allows students to understand how the music gets louder when they are getting closer to a bear, and at 4 years old, not everyone is ready to play this part on an instrument. Please see the video on the "Pre-Kindergarten" subpage under "Classroom Experiences" for an example. Another example at the 6th grade level, is in the "World Music Drumming" Ensemble 1. The instrumentation for this ensemble is as follows: low drum, high drum, medium drum, shaker, gankogui, and cowbell. The part of the low drum needs to be kept steady, but at this point, most students are capable of playing together and the low drum part gives them confidence in their ability to play in a group. The part of the medium drum, however, is more complicated for some students. It requires coordination, and some students have difficulty with this. The medium drum part is taught to everyone, but in performances, it gives gifted students a challenge. One other important aspect of ensembles, is it teaches both student leadership and cooperation. Students are paired up in groups where they are given opportunities to both lead and follow each other's "sections" when playing in ensembles

2. Vocal Parts: Singing is part of our music classroom from Pre-Kindergarten through 8th grade. Singing is what gives students the foundation for musical learning. For students in younger grades, we learn about how our voice can be a whispering voice, shouting voice, speaking voice, and singing voice. We begin learning about singing with puppets who have different voices. We meet a shy puppy named "Shy" who uses a whispering voice. We also meet a not-so-shy puppy named "Bark" who uses a shouting voice. We then meet a friendly caterpillar named "Stripe" who uses a speaking voice, but knows that one day, he will have a singing voice when he turns into a butterfly like his friend "Flutter." Puppets give young students a safe way to be themselves and use their gifts to create music, no matter at what level they begin. Students in middle grades begin to learn to sing in harmony with canon. We always take turns with part entrances, and I will guide students who are struggling by either performing with their group or pairing them with students who can guide them. As students get older, we do more advanced harmony parts using partner songs and then two or three-part harmonies. I am always adjusting my lessons to accommodate student development. Some examples are having struggling students stay on the melody, adjusting keys for changing boys voices, and finding simple harmonies to guide the students into mastery.

3. Classroom Specific Accommodations: Student input is essential for helping students grow into competent and joyful musicians. I will ask students for input when selecting songs for programs, asking their ideas on what singing or instrument lessons they are interested in learning, and asking them for feedback after lessons where their creativity was involved. I believe this allows me to engage students more effectively, while still meeting the requirements of my curriculum. If a class is involved in a performance, I will also divide different parts of a song for that particular grade. For example, in last year's Advent program, Kindergarten and 6th grade were involved. I was able to divide the parts by grade level and by class. In one song, I had 2 of the 6th grade classes sing with Kindergarten, and one of the classes play instruments. I was then able to give instrument parts for different songs to the other 6th grade classes.

4. Compositions: Students compose and improvise to some extent in each grade level. By giving students the minimum guidelines for their grade level, all students achieve. However, some students are given the freedom to create more advanced compositions if they desire to do so.

5. Movement: Students move in my music class. Sometimes students are given opportunities for free movement, and many students enjoy this freedom. However, for some, they appreciate more structure in movement. Some lessons provide structure in the form of a dance with actual steps or guidelines to explore in the music. For example, in the "Nutcracker" Unit, students are asked to listen to the part of the piccolo and are asked to open the fans they created whenever they hear the sound, but to make sure it's closed when they do not hear it. Please see the subpage "1st Grade" under "Classroom Experiences" for a video clip of this.