1. The Teaching Sequence Presented by the USA Team World JMC teacher Forum October 23, 2011 Introduction Mutual understanding of the theory Goal of the presentation: Share and Increase Understanding Present Findings Exchange Ideas

2. Evaluation/JudgmentConfirmation Presentation (Re-presentation) Response Confirmation of the Teaching Sequence Model

3. Analysis/ Understanding of songs Intended Acquisition of Elements Tangible Goal Three Tangible Goal One Tangible Goal Two Expected Image of Accomplishment (Goal) Students willingness and concentration span I mitation + Repetition Lesson to make up the gap Student achievement level Expected image of accomplishment (Teacher’s clear intention) The Teaching Sequence

4. Tangible Goals – Solfege & Repertoire Solfege syllables Keyboard geography Rhythm Fingering Pronunciation Breath Entrance, cut off Meter Tempo Posture Finger form Pitch Articulation Phrasing Memory Dynamics Sense of key Sense of form CHARACTER... ENSEMBLE...

5. Articulation Watch and breathe together Crescendo Achievement Level: Expressive Singing by Memory Students willingness and concentration span I mitation + Repetition JMC 3 Solfege #6 Lesson 3 Tangible Goals

6. Evaluation/Judgment 1.Present goal: crescendo 2.Present goal: staccato 3.Student: “We made it!” Confirmation 1.Good but need work on crescendo 2.Crescendo improved; need work on articulation 3.All goals improving (Re) Presentation 1. Watch & breathe 2. Imitation: crescendo 3. Imitation: staccato Response Solfege #6, Lesson 3 Teaching Sequence

7. Evaluation/Judgment 1.Present goal: crescendo, breath 2.Present goal: endings Confirmation 1.Some remembered good breath; crescendo can improve 2.Crescendo improved; need work on endings 3.Remembered endings (Re) Presentation 1. TMP 2. Imitation-crescendo, breath 3. Imitation: endings Response Solfege #6, Lesson 4 Teaching Sequence New Tangible Goal: Phrase Endings

8. Fingering Expressive Melody Singing Expressive RH Playing By Memory Students willingness and concentration span I mitation + Repetition JMC 4 Magic Flute Tangible Goals Articulation Expression

9. Evaluation/Judgment 1.Present goal: breath 2.Present goal: staccato 3.Present goal: character Confirmation 1.Need work on breath 2.Need work on staccato 3.Need work on character (Re) Presentation 1.TMP 2.Imitation 3.Imitation 4.Imitation Response Magic Flute Teaching Sequence: Solfege

10. Evaluation/Judgment 1.Present goal: fingering 2.RH all – Better! Confirmation 1.Starting to feel character; need work on fingering 2.Fingering improves, try all (Re) Presentation 1.Imitation: character (gentle, delicate) 2.Imitation: fingering Response Magic Flute Teaching Sequence: RH

11. JMC 4 Gypsy Dance Teaching Sequence & Procedure RH Sequence LHTeam playBH Procedure

12. Observations Characteristics of Effective use of the Teaching Sequence Presentation specific instruction qualified praise praise for effort, group, individuals Confirmation Observation skill Understand children, accept response Conclusions Focusing on a single point continuously throughout the stages of the Teaching Sequence is most effective. When students learn well, it is probably because the teaching sequence was clear. The Teaching Sequence is a way of depicting an effective process of teaching that is common to the teaching of any subject. The most effective teachers are cognizant of the Teaching Sequence & the role it plays in the acquisition of skills, knowledge, & positive attitude towards learning The teacher’s skills, knowledge, & personality impact the effectiveness of the Teaching Sequence Evaluation Creative Re-presentation Sense of humor Sensitive Compassionate