Differentiated Instruction and How It Applies to the Music Classroom By Robin Seim EDUC 531 February 20, 2014

Introduction Music teachers, without even knowing it, use differentiated instruction on a regular basis. Differentiated instruction has been shown effective in improving students understanding of information in the core subject classes, especially math and reading, but it can also prove to be effective in the music classroom.

What is Differentiated Instruction Model by Carol Ann Tomlinson It is based off of the idea that teachers should structure their style of teaching, class activities, projects, etc. to fit the students rather than expecting the students to adapt to the curriculum (Standerfer, 2011). It is the process of “ensuring that what a student learns, how he/she learns it, and how the students demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning” (Rock, Gregg, Ellis & Gable, 2008, p. 32).

Differentiation in the common core classes Teachers need to be trained in how to best accommodate to reach where the student is academically and where their skill levels lie. The biggest drawback to the traditional classroom and instructional style is that many teachers teach to middle of their students’ abilities, therefore not meeting the number of students' educational needs (Rock, Gregg, Ellis, & Gable, 2008). Differentiated instruction focuses on three areas that can be altered to fit the strengths of the class:  the content, the process in which the content is delivered and the final end product where the student shows what they have learned (Standerfer, 2011, Levy, 2008).

How to incorporate Differentiated instruction Use a pre-assessment tool to measure where students are at and to measure their strengths and abilities. Pre-assessment needs to measure a broad set of skills to get an accurate view to the students Teachers should also gather information from observing students and how they interact and how they process and respond to information presented. After information is collected, a class plan can be created (Walker-Dalhouse, et al., 2009).

Important Elements “Elements of choice, flexibility, on-going assessment, and creativity resulting in differentiating the content being taught...in which students demonstrate what they have learned and their level of knowledge through varied products” (Anderson, 2007, p. 50).   Other possibilities to differentiate include:  using graphic organizers, direct instruction in small groups, scaffolding strategies and using materials that vary in their levels of complexity (Rock, Gregg, Ellis & Gable, 2008).

Differentiation in a music classroom Presentation Tools: SmartBoard Music theory software iPad apps Pandora YouTube SmartMusic: http://www.acaband.com/uploads/1/2/3/9/12397988/6281914_orig.png

Examples of Differentiated instruction in a music classroom In band, the student’s in the first and second chairs receive music that is more difficult and challenges the students’ abilities and stretch their range, dexterity on their instruments and rhythmic ability.   Likewise, students who are not as developmentally ready receive musical parts that are easier and focus on the basic skills while still allowing them to participate in the group.

Examples of Differentiated instruction in a music classroom In the choir classroom, the teacher in the example had a select chamber group who worked on individual solo repertoire for the first quarter.   The class time was used in a master class format where the student would perform their song and the teacher would coach them and help them improve their performance while the rest of the class would observe.  The quarter is capped off with a concert for the public (Standerfer, 2011).   This example of differentiated instruction draws on the students’ choice of repertoire to learn and perform and the students learn how to observe and learn from their peers while also learning from direct instruction from the teacher.

Lesson Example Topic: Programmatic Music Age Level: Middle and High School Procedure: After discussion of programmatic Russian music and the story behind Modest Mussorgsky’s Pictures at an Exhibition, the students will listen to the entire work. The first time the students just listen to each “picture”. Then the students will draw a picture telling their story of what they are hearing while listening to the music the second time. Repeat for all 15 excerpts of music.

Lesson Plan Continued: Write-The students will then write why they drew what they did and how it related to the music they were hearing. At the end the students will have their own exhibition of pictures that can be displayed. Assessment: There is no right or wrong answer. Students show what they have learned about programmatic music via their interpretations of the music. For more information, check out the following link. (I know wikipedia can have a “bad” rap, but this is a good explanation of this piece of music and the history behind it) Pictures at an Exhibition Information

Student Examples: The following link provides the listening all in one file Modest Mussorgsky's "Pictures at an Exhibition“ The following pictures are examples of past student’s work and what pictures came to their minds as they listened to the music

Conclusion Studies have proved the validity of differentiated instruction within the classroom and the lasting impact it can have on student achievement.   Although the philosophy of differentiated instruction emerged from non-music curriculum, it is still an applicable philosophy that can enhance any music classroom.   Music teachers already incorporate a lot of these ideas in their everyday routines, but they could use to conscientiously incorporate and do more in the means of differentiated instruction.  

References Anderson, K.M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure. 51(3), 49-54. Retrieved January 27, 2014 from EbscoHost database (24944365). Gayle, H., & Chapman, C. (2013).  Differentiated instructional strategies: One size doesn’t fit all.  United States: Corwin A SAGE Company. Hillier, E. (2011). Demystifying differentiation for the elementary music classroom. Music Educator’s Journal, 97(4), 49-54.  Retrieved February 5, 2014 from http://mej.sagepub.com/content/97/4/49 Levy, H.M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, 81(4), 161-164. Retrieved February 5, 2014 from EbscoHost database (31395463). Rock, M.L., Gregg, M., Ellis, E., & Gable, R.A. (2008). REACH: A framework for differentiating classroom instruction.  Preventing School Failure, 52(2), 31- 47.  Retrieved January 27, 2014 from EbscoHost database (29346370). Standerfer, S.L. (2011). Differentiation in the music classroom. Music Educator’s Journal, 97(4), 43-47.  Retrieved February 1, 2014 from http://mej.sagepub.com/content/97/4/43 Walker-Dalhouse, D., Risko, V.J., Esworthy, C., Grasley, E., Kaisler, G., Mcilvain, D., et al. (2009). Crossing boundaries and initiating conversations about RTI: Understanding and applying differentiated classroom instruction.  The Reading Teacher, 63(1), 84- 87.  Retrieved January 27, 2014 from EBSCOHost database (44054590).