State of Iowa Teaching Standard 4

Standard 4  Uses strategies to deliver instruction that meet the multiple learning needs of students. The teacher:

Student Performance: Gangsta's Paradise by Coolio (it must be noted that this song is also studied in general music at the junior high level).

1. Aligns classroom instruction with local standards and district curriculum.
   
   Data Source: Hip Hop Unit: 3rd Trimester skills covered (pdf of ICCSD General Music Scope and Sequence of Skills and Concepts). Hard Copy: Standard 4 page 2-4
       
       Justification: Hip Hop Unit is included in the 3rd trimester to teach identified skills and concepts.
2. Uses research-based instructional strategies that address the full range of cognitive levels.
   
   Data Source: Learning Pyramid (pdf) Hard Copy: Standard 4 page 22
       
       Justification: The six levels of the learning pyramid are included to increase effectiveness of each type of instruction and to make information and skills more meaningful to the student.  Lecture and reading are used as introductory instruction to learn about the history and significance of songs studied.  Audio and visual instruction include readings, readings on the overhead, and listening to recordings of music studied and of other music within the same time period and genre.  Demonstration instruction includes demonstrating technique of instruments and what to play on instruments during performance application.  Discussion instruction includes class analysis of lyrics and what the message (if any) the song has to the listener.  Practice by doing includes performance application of music studied.  Students learn every part of every arrangement for various experiences with the same material and to experience the various roles of instruments within the ensemble.  
       The findings of the study state that the ability to retain information improves as the learning process becomes more participatory.  It is my hypothesis that the ability to retain information also improves when material is instructed to students in various ways.
3. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
   
   Data Source: Hip Hop readings and overheads Hard Copy: Standard 4 page 17-21
       
       Justification: Flexibility and responsiveness in adjusting instruction to meet student needs included giving students copies of the handouts and putting them on the overhead while reading and discussing important information.  When learning lyrics, students were given copies of lyrics in addition to posting lyrics on the overhead.  In the initial stages of learning the music, the recording was often played simultaneously while students were performing on instruments and singing. When working with this type of music, it was discovered that some students became more shy towards the performance of popular music in fear of not playing it correctly; performing with recordings aided in alleviating that fear.  Performing with recordings also aided students needs in getting comfortable with the occasional "rhythmic displacement" of lyrics.
4. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
   
   Data Source: Hip Hop Lesson Plan Hard Copy: Standard 4 page 1-22
       
        Justification:  Varied experiences include reading, discussion, lecture, group work, singing, and performance on various types pitched percussion instruments and non pitched percussion instruments.
5. Connects students' prior knowledge, life experiences, and interests in the instructional process.
   
   Data Source: Hip Hop Lesson Plan pg 3 Hard Copy: Standard 4 page 2 (highlighted)
       
        Justification: Student choice and interest is included during the instructional process during students creation that consists of students creating their own ostinati to the song Rapper's Delight.  This connects their interest in the instructional process by allowing students to create ostinati with their choice of instruments.  This lesson also connects students prior knowledge of music classes and their interest in the art form by allowing them to write lyrics to their own rap song, or take a song and make it into a rap song, and to perform it with a pre-recorded sequence of their choice.
6. Uses available resources, including technologies, in the delivery of instruction.
   
   Data Source: Hip Hop Lesson Plan (pdf) Hard Copy: Standard 4 page 7-9
       
       Justification: Available resources include overhead projector, recordings, and use of instruments including frame drums, tambourines, tubano drums, xylophones, metallophones, and glockenspiels.