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 Online Portfolio  Education 351 Music/Movement  David Sandrick  May 7, 2009.

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Presentation on theme: " Online Portfolio  Education 351 Music/Movement  David Sandrick  May 7, 2009."— Presentation transcript:

1  Online Portfolio  Education 351 Music/Movement  David Sandrick  May 7, 2009

2  Resume  “About Me”  Examples of Teaching and Technology Use Musical Study History of Jazz Power point Presentation Virtual Learning Center  Educational Philosophy  Technology Use/Strategy Plan  Classroom Strategy/Management Plan  Family Involvement Strategy/Plan  Final Thoughts

3 Carla O.E. Bridges 113 N Jeanette St. Box 143 Enfield, Il 62835 (618)963-2139 Professional Education 2007- Present University of Southern Indiana December 2010 Expected Graduation with Bachelor of Science in Elementary Education. 2006-2007 Southeastern Illinois College 2007 Associate in Science 2007 Associate in Art Employment 2002- Present Movie Gallery SCSA 1101 IL HWY 1 Carmi, Il 62821 1999-2005 Egyptian Health Department La Leche League- Peer Counselor 1705 College Ave Carmi, Il 62821 1998-1999 Once Upon A Child- Clerk Green River Road Evansville, IN 47715 Professional Activities 2002- Present Volunteer at Booth Elementary 2002- Present Parent Teacher Association Vice-President 2004-2006 Cub Master for Troop 320 Other Information Please contact me with any questions you may have. Gaps in employment are due to new additions to the family.

4 WHY DID I WANT TO BECOME A TEACHER? BYRON, GRANT, JACOB, AND ETHAN  I have an intense thirst for knowledge and to gain knowledge to impart on the youth.  When I realized that education was imperative to my children’s success in life I decided to become a teacher.

5  Name of Musical Group or Children’s Soundtrack:  Countdown Kids Silly Songs   Background (2 pts.) (What did they do before getting into children’s music? What made them decide to go into children’s music? Besides these two questions, provide any other relevant and helpful information about the group.):   The Countdown Kids is a name given to a group of revolving studio musicians that began in 1994. They have released over 80 albums to date.   Title of CD: Silly Songs   Choose three (3) songs that you would use in your classroom. Copy and paste the lyrics, or provide them as an attachment. You will write the title of the song in the sections below.   For each song, briefly state an activity, or an idea for a lesson unit, that you could you do in each subject. Each section below will be worth six (6) points each (one (1) point per activity/idea):

6  TITLE OF SONG: The Limerick Song  Lyrics (if not attached separately):  Music/Movement (P.E.): The students can learn the song or a portion and then create movement to accompany the music.  Language Arts: This song would be great to use in language arts to differentiate rhyming words and the sentence structure used in a limerick.  Visual Arts: Students can use illustrations to represent their interpretations of certain words such as flute and toot. They can also illustrate the characters Phoebe and Beebee.  Science: The climate of China could be used in this lesson because the use of weather is referred to.  Math: In groups have the students count how many words are in each stanza and how many words rhyme in each stanza. You could also count how many verses there are to each stanza and use multiplication to find how many words or verses there are in the song.  Social Studies: You could have your students make their own limerick about s topic that is unique to the United States such as our government or a sport that is only played in the U.S.   TITLE OF SONG: Crawdad Song  Lyrics (if not attached separately):  Music/Movement (P.E.): Have students learn the song in whole or part and have motions to go with the song.  Language Arts: Have the students find the words in this song not spoken with proper English and have them correct the words.  Visual Arts: Have the students draw or illustrate the songs fishing pole or crawdads.  Science: Explain the correct word for crawdad (crayfish) and give a lesson on crayfish.  Math: Have your students count how many verses there are to the song. Also you could have them count how many legs are on a crayfish.  Social Studies: Have students research what cultures use crayfish for food.

7  TITLE OF SONG: I’ve Been Working On The Railroad  Lyrics (if not attached separately):  Music/Movement (P.E.): Have the students learn the song and then make up movements to go with the song.  Language Arts: Have the students look at the lyrics and then they can make up alternate verses to the song instead of traditional verses.  Visual Arts: Have the students illustrate a train and it’s whistle blowing.  Science: Have a lesson on how steam engines run.  Math: Have the students count how many times the same word or verse is written in the song.  Social Studies: Have a lesson on the discovery of the railroad and the impact it had on industry in the U.S.

8 Carla Bridges

9 History Of Jazz

10 The founder is unknown, but is either 1895 Buddy Bolden Nick LaRocca and his Original Dixieland Jazz Band 1917

11 Creation of jazz Combination of cultures African drums English Horns

12 "If you gotta ask, you’ll never know" ---Louis Armstrong.  

13 Big Bands Benny Goodman Benny Goodman

14 Trumpet  Military  Animal horns

15 Saxophone Variety sizes and shapes Newer than other instruments in terms of history Invented by Antoine Joseph

16 Trombone Descended from the trumpet Was used in church and chamber music Got its importance back through the military

17 Clarinet  Derived from the Chalumeau, a single reed instrument  Came from the Romantic Period

18 Double Bass So big the player has to stand when playing Mainstay in jazz ensembles

19 Drums Includes: bass drum, snare drum, and cymbals. Early as 2500 B.C. in Samaria

20 Where Is My Hairbrush?

21  1.4.1 Organization and Focus: Discuss ideas and select a focus for group stories or other writing.  1.5.1 Write brief narratives (stories) describing an experience.  1.5.4 Use descriptive words when writing.

22  “Where is my Hairbrush? Veggie Tales

23  As a class, we will discuss different items we have lost. The teacher will write these items on the board for the students to use for future reference.  The students will write a short story about an item they have lost. They are to include descriptive words in their story.

24  I believe that it takes a combination of methods to be successful. Essentialism is the teaching philosophy that I believe to be the most useful. It is important for the students to learn the fundamental concepts of the courses I teach. It is imperative that they learn the skills they will need to enter society as productive members. It is my responsibility to know how and be able to teach the material as clearly and effectively to ensure the students success. I want to be able to give my students as much hands on projects because carrying out the action promotes a deeper understanding of the material. I hope to promote critical thinking and good learning and problem solving skills that they can use throughout their lives. The students’ responsibility is to listen and learn. I must have a good classroom management program to ensure the environment is good for learning.

25  I will use technology such as the examples provided.  I will use a smart board in class.  I will use virtual learning centers.  My students will learn power point and smart board applications.

26  “HOW I ACT” DICIPLINE PROGRAM  This classroom management is designed to motivate and encourage each student to be responsible and act with appropriate behavior.   Plus + This will be given for positive behavior. These rewards can include immediate verbal praise, stickers, lunch with the teacher, or a trip to the treasure box.  Minus- This will be given for inappropriate behavior. Minuses will be given to help improve and curb inappropriate behavior. If more than 3 minus marks are received in one day I will call the parent to discuss what we can do together to help the student behave appropriately.   A sheet will be sent home each day for the parent to initial. At the end of each day I will record your child’s results for the day. If your child received any pluses or minuses I will give a brief explanation of their behavior.   The students will be given two weeks to get use to this program and get into the routine. Behavior for report cards will begin two weeks after school begins. I will be giving conduct grades each nine weeks.  The students will receive a minus in each of these categories if necessary.

27  “HOW I ACT”  H HAVOC- causing a disturbance  O OUT OF ORDER- messy desk, not putting personal items away(backpacks, coats, etc.)  W WORK NOT TURNED IN – homework not returned on time  I INTENTIONAL DISOBEDIENCE- fighting, lying  A ATTITUDE- disrespect toward teachers and fellow students  C CONDUCT- breaking school rules  T TALKING   Name________________________ Week________________________________  H O W I A C T Plus Parent’s Initials  Monday____________________________________________________________  Tuesday____________________________________________________________  Wednesday_________________________________________________________  Thursday___________________________________________________________  Friday______________________________________________________________  Special Notes________________________________________________________ _____________________________________________________________________________________________________ __________ _______________________

28  There are many types of families and the most important thing to keep in mind is that all can be very valuable to the school and each students education. There is not any one set thing that a family can do, it is what that family can contribute to his/her child’s, grandchild’s, etc. education. Each child’s needs are different depending on what is needed, and that is what is supposed to be addressed. Family support comes in all forms and what is most important is that it is given and not judged by others to be sufficient or insufficient. Family support can be given through parents making sure their child’s homework is done, they are clean and at school on time, they had rest to perform their tasks without fatigue. Family support can also be given through time spent volunteering at the school, parents coming to conferences, supporting school fundraisers.  The role of the teacher is to support and teach the students with support from the family. It is important for the teacher to not “tell” the parents how to involve themselves with their child’s education. The teacher role is to praise their triumphs, suggest guided help when needed, and emotional support. The teacher should give consistent feedback to the parents of how their child is doing in school either through conferences or by phone to address any concerns about the student. Teachers should not tell a parent that his child is lacking in any area of development without a plan to resolve it with BOTH parents and teachers contributing. It is not fair of the teacher to tell the parent the child should read more at home without telling the parent what type of books should be used, or working together the teacher will send the book home if the parent makes sure it get read.  The role of the community is less personally involved, but equally important. The community supports the school through sports, school functions, etc. It is also important for communities to realize that they support schools through pubic transportation, and making available clinics. Each teacher should also have a list of available resources in the county or town in case they are needed.  The role of the school is as important as the parent teacher role. I believe that it is the schools responsibility to provide each student with the best school experience that student is capable of achieving. The school must be flexible to be better able to serve the different types of families. This is when after school programs, free/reduced lunches, family night, etc. The school is very important to the progress of the student. Making each student comfortable and feel as if they belong and are wanted is one of the most important parts of the school experience.

29  Thank you for taking the time to look at my portfolio. I hope you consider me for this position. I believe that my strong family values and community involvement will be an asset as an teacher. Please feel free to contact me at 618-963-2139 or

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