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ToC Last updated: June 2010 Sandra Divnicks Elementary Music Education Portfolio.

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Presentation on theme: "ToC Last updated: June 2010 Sandra Divnicks Elementary Music Education Portfolio."— Presentation transcript:

1 ToC Last updated: June 2010 Sandra Divnicks Elementary Music Education Portfolio

2 ToC Table of Contents Philosophy of Music Education Educational Background Transcripts Certifications Work History Volunteer Experience Lesson Plan Examples Music Arrangements Ensemble Experience Video Examples of the Childrens Performances.Video Examples of the Childrens Performances.

3 ToC My Philosophy of Music Education My goal as a music teacher is to allow my students to experience music, because through music they will internalize math, language, science and history, and they will have the opportunity to be creative, to pretend, to be vulnerable, and ultimately, to be stronger and smarter individuals. I believe that everyone has a right to the joy of making music, yet I aim to teach not only enjoyment but also technical skills, which give students the opportunity to feel pride in their abilities and accomplishments. more…

4 ToC Educational Background MAIS in Music Education – anticipated graduation December 2011 (summa cum laud). University of Texas at Brownsville, Brownsville, TX 78520 BA in Music Education, vocal emphasis – anticipated graduation August 2010 (magna cum laude). University of Texas at Brownsville, Brownsville, TX 78520 BA in Communication, Spanish minor – May 2001 (cum laude). Andrews University, Berrien Springs, MI 49104 High School Diploma – June 1997 (cum laude). Spring Valley Academy, Centerville, OH 45459

5 ToC Transcripts Click to view this HTML document

6 ToC Certifications Orff Level I, 2004 Orff Level II, 2005 Orff Level III, 2006 Texas Certification for Teaching Music – EC-12, 2007 Kodaly Level I, 2008 Kodaly Level II, 2009 Kodaly Level III, 2010 (anticipated) (Orff and Kodaly are highly effective, student-centered methods of music education, embraced by many schools around the United States and the whole world. Orff focuses on creative movement, rhythmic layering and instrumentation, and culturally relevant singing. Kodaly focuses on training the ear to hear what it sees or to write what it hears with regards to melodies and rhythms. Both use folk songs as the vehicle to learning.)

7 ToC Work History Music Teacher at Victoria Heights Elementary (Principal: Michael Moreno) for the Brownsville Independent School District in Brownsville, TX (2007-present) Student Teacher at Lucio Middle School (Mentor: Patsy Franco) and Putegnat Elementary School (Mentor: Javier Balboa) for the Brownsville Independent School District in Brownsville, TX. (2007) Pre-school Music Teacher & Private Voice Teacher for the Music Academy. The University of Texas at Brownsville. (2003-present) English Composition Tutor for the SSSP/ASPIRE Program. The University of Texas at Brownsville. (2004-2006) Music Teacher for Gymboree Play & Music in Williston, VT. (2003) Northwest Airlink Customer Service Representative. Burlington International Airport, South Burlington, VT. (2002-2003) Spanish Teacher at Colchester Middle School (Principal: Jeff Shumate) in Colchester, VT. 2001-2002 Consultant for The Writing Center. Andrews University. Berrien Springs, MI. (1998- 2001) Assistant Publications Editor for the Communication Department. Andrews University. Berrien Springs, MI. (1999-2001) Classroom Teacher for 7-Dwarfs Childcare Center (Miamisburg, OH 2001), Witherall Childcare Center (St. Joseph, MI. 2000), and La Petite Academy (Miamisburg, OH. 1998)

8 ToC Volunteer Experience Director for the Renaissance Recorders in BISD. (2008-present) Coach for the Ballroom Dance Team at Victoria Heights. (2007-present) Presider for the Texas Music Educators Association Conference. (2006) Childrens Church teacher for Our Lady Star of the Sea. (2005-2006) Vocal Coach and Assistant for Music and Drama Summer Camp. (2002) Chaperone for Colchester Middle School dances. (2001-2002) Freshman Orientation helper for Andrews University. (2000) Classroom assistant in the Miamisburg Christian Learning Center. (2000) Senior Advisor to the Middle School Student Councils Religious VP. (1996-1997) Spanish, English, Math and Science tutor. (1996-1997) Group leader for the Adventist Development Relief Agencys Global Village. (1996) Group leader and teacher for Vacation Bible Schools. (1995-1996, 2003- 2005) Group leader for Youth Rallies and Prayer Conferences. (1993-1997)

9 ToC Sample Lesson Plans All lessons connect with state standards, which are comprised of the following general categories: Perception The student describes and analyzes musical sound and demonstrates musical artistry. Performance The student performs a varied repertoire of music. Internalization / Expression / Presentation The student hears, reads and writes music notation. Creative Composition The student creates and arranges music within specified guidelines. Historical / Cultural Heritage The student relates music to history, to society, and to culture. Response / Evaluation The student responds to and evaluates music and musical performance through verbal, visual or kinesthetic means.

10 ToC Kindergarten Lesson Plan Objective: The students will connect a sound with an animals movement. State Standards: Style perception and response to a musical expression/sound. Method: Students will quietly listen to Carnival of the Animals Personages With Long Ears Teacher will read Song of the Bunnies to children and then ask students to identify rabbit movements from the song – hop, eat, sleep, etc. Students will listen to Personages With Long Ears again and will hop when they hear the music jump. Extension: Sing the known song Lets Play We Are Little Bunnies and allow students to suggest and model possible movements.

11 ToC 1 st Grade Lesson Plan Objective: Students will identify the rhythm of a known song. State Standards: Perception of sounds and beats, and written expression / notation. Method: Students will sing the known song Buttercup while keeping a beat. Students will identify how many beats are in the song. Individuals will tap the beats on the chart on the board. Students will identify how many sounds belong in each beat and teacher will mark the chart accordingly. Extension: Students will choose another song and work with a partner, following the same steps, to fill in a beat-chart on a worksheet.

12 ToC 2 nd Grade Lesson Plan Objective: Students will identify and perform the 2 nd scale degree (re) in songs. State Standards: Internalization and expression of a sound. Method: Students will sing Hot Cross Buns and will determine if the intervals are steps or skips. Given that the students already know mi and do, they will identify that the missing tone is between those two. Teacher will inform them that it is re and students will apply this information when they sing the song. Students will identify re in written notation and in other songs. Extensions: Students will create and perform an original composition which includes re.

13 ToC 3 rd Grade Lesson Plan Objective: Students will identify and respond to tempo markings. State Standards: Perception, performance, and internalization of musical terms. Method: Students will be presented with basic tempo markings: lento, moderato & presto Students will listen to brief excerpt of each tempo from a recording and will gently keep a beat. Students will participate in an activity whereby they draw a tempo term from a hat and then play a passing game at that tempo. Down by the ocean, down by the sea, Johnny broke a bottle and he blamed it all on me. I told Ma, Ma told Pa. Johnny got a spankin so, HA HA HA! Extension: Vary the game by not telling what the card says and having the rest of the group guess, like tempo-charades. Add more tempo terms.

14 ToC 4 th Grade Lesson Plan Objective: Students will learn & memorize the words to the Star Spangled Banner State Standards: Students learn a historical song with significant cultural heritage. Method: After being presented with the song and its history, students will listen to various recordings of the song. While listening, they will work in small groups to put the words of the song in order. They will be given the first word of each line and a magnetic set of words with one word on each magnet. When they have completed their lyrics sheet, they will be asked to sing along with the recording. Extensions: Students will learn the sign language to perform along with the National Anthem.

15 ToC 5 th Grade Lesson Plan Objective: Students will learn the Contra-Dance terms Escargot, Thread the Needle, and Cast Off. State Standards: Kinesthetic response to music through active listening. Method: After presenting the terms and their definitions, spend a brief time practicing the movements without music. Teach the song Let Us Chase the Squirrel. Let the students arrange a forest of two-person trees and have the squirrels practice their contra-dance terms while singing the song. Change parts and repeat. Extension: Add more and more squirrels until there are no more trees to hide in.

16 ToC I arranged this piece for the 5 th graders. The accompaniment is very simple, which allows for quick and effective learning, as well as opportun- ities for embellish- ment and creativity from the students.

17 ToC I wrote this original composition during my Orff Certification courses. The melody is extremely catchy, and the song includes co-curricular extensions particularly to science (different types of birds) and self-image (we are unique). The lesson plan includes opportunities for imitative movement, in-tune singing, ensembling and layering of rhythms, and a brief story about a bird who was upset to hear another singing better than him, so he quit singing, eventually creating a domino effect and woods barren of bird sounds, until the bird realizes that its not good- better-best, its beautiful and heartfelt expression of self that creates the music of the forest.

18 ToC Ensemble Experience bands and orchestras since elementary school. I have sung in choirs and played in

19 ToC At UTB/TSC, I was also an active member of the Opera Company and the Renaissance Recorder group, Scorpio Consort.

20 ToC I have enjoyed coaching the ballroom dance team for the past four years, and Ive also performed with a salsa dance team of my peers.

21 ToC A fifth grade class celebrating their contra-dance knowledge by dancing a Virginia Reel Click the image to start the video.

22 ToC A group of 5 th grade choir members singing around the town in December. Click the image to start the video.

23 ToC First graders singing a fun Spanish song with movement. Click the image to start the video.

24 ToC The fourth and fifth grade choir students singing Chiquita Banana at the hospital. Click the image to start the video.

25 ToC A third grade class enjoying the instruments with a new rhythm. Click the image to start the video.

26 ToC The 4 th and 5 th grade choir singing the schools pledge song at the UT-Brownsvilles new fine arts theatre. Click the image to start the video.

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