My commitment to the integration of creative modes of learning through artistic processes takes root in my background in music education. I teach a music class every Saturday morning for students ages 4 to 6. Using professional reference materials, I work to set developmentally appropriate curricular goals. These goals are reflected in this Little Mozart lesson plan, in which I have set lesson objectives based on the predetermined standards I set for the semester. The ability to set these long-term semester goals as well as short-term lesson objectives shows my ability to meet EDoT 6.Action.b. Furthermore, I also implement various behavior management strategies in this lesson plan, such as using the metaphor of “blowing on hot soup” to prevent the students from blowing loud, harsh, disruptive notes into the recorder. I also built in an approach for letting the students know when to bring down the noise level, an important concept for a music class, where noise is generally encouraged. When it is time to get quiet, I would say: “And a hush fell over the crowd!” and the students would repeat back: “Hushhh!” Both strategies show my ability to “apply principles of classroom management which promote positive student behaviors and prevent disruptive student behaviors” (EDoT 6.Action.d.).

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            The “Getting to Know Our Notes” handout was sent home with the students after a lesson with the same title, in which the students were introduced to chords and notes on the various instruments we learn about in class: ukulele, recorder, piano, and violin. The sheet is designed so that students are able to practice their instruments at home with their parents. As most of the students are not yet proficient readers, engagement with this handout requires parental assistance. Music is an inherently fun and social activity to share between parent and child. This worksheet displays my ability to “promote positive parent-child interactions” (EDoT 9.Action.b.).

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