senior seminar assessment project (1)
TRANSCRIPT
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8/17/2019 Senior Seminar Assessment Project (1)
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Brandon Blankenstein
The University of Tennessee at Martin
Music Education Senior SeminarDr. Vest
4/13/2016
Assessment Project:
Minor Scales and Rudiments
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8/17/2019 Senior Seminar Assessment Project (1)
2/20
Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
Lesson 1
Teacher: Brandon Blankenstein
Subject/Grade: 7th Grade Band
Lesson Title: Natural Minor Scales: D minor and A Minor/Paradiddle
STANDARDS Identify what you intend to teach.
State, Common Core, ACT College
Readiness Standards and/or State
Competencies; Enduring
Understandings and Essential
Questions.
Standard 2.0 Playing Instruments
Students will perform on instruments, alone and with others, a varied
repertoire of music.
Course Level Expectations:
The student will
2.2-
Demonstrate continuing tonal development and an understanding of acharacteristic tone quality.
2.3- Demonstrate fundamental technique on one’s instrument.
2.4- Differentiate between correct and incorrect pitch and rhythm
2.7 Perform scales (or rudiments) on one’s instrument.
Checks for Understanding:
2.2- Produce a fundamental tone that is characteristic of the instrument.
Produce a characteristic tone and maintain it throughout the range of the
instrument appropriate to experience level.2.3- Play with correct posture, hand position, and instrument carriage.
Play with correct embouchure/bowing/percussion sticking appropriate to
experience level.
Play with breath support/bow control appropriate to experience level.
Play correct fingerings (positions).
Perform articulation/bowing/sticking markings correctly.
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
2.4- Play correct pitches.
Play correct rhythms
2.7- Play a major scale in at least two keys/two rudiments
Standard 6.0 Listening and Analyzing
Students will listen to, analyze, and describe music.
Course Level Expectations:
The student will
6.3- Describe listening examples using music vocabulary.
Checks for Understanding:
6.3 Describe music examples using appropriate music vocabulary.
Student Performance Indicators:
The student is able to
6.3.3- Compare and contrast music examples using appropriate music
vocabulary.
National Core Arts Standards
MU:Re9.1.E.5a Identify and describe the effect of interest, experience,
analysis, and context on the evaluation of music.
OBJECTIVE(s)/Sub-Objectives Connect prior learning to new
learning. Clear, Specific, Observable,
Demanding, High Quality, Measurable,
Aligned to Standard(s), and Integrated
with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)
-Wind students will perform a D minor and A minor scale as half notes at 100
beats per minute with 100% accuracy, characteristic tone, at a steady tempo,
and with correct posture.
-Percussion students will perform the Paradiddle rudiment slow-fast-slow with
correct stickings, characteristic tone, smooth rhythms, and with correct posture.
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8/17/2019 Senior Seminar Assessment Project (1)
4/20
Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
-Percussion students will also perform a D minor and A minor scale as half
notes at 100 beats per minute on xylophone with 100% accuracy, characteristic
tone, at a steady tempo, with correct stickings, and with correct posture.
-All students will identify the relative major for both minor scales.
-Percussion students will identify the correctly notated rudiment.
-Students will have an appreciation of the way that different cultures perceive
music.
MATERIALS AND RESOURCES Content-related: Clearly supports
lesson objective(s); rigorous & relevant;
Incorporates multimedia & resources
beyond the textbook.
-Checklist Assessment for Minor Scales/Rudiments performance (attached)
-Computer(YouTube)
- https://www.youtube.com/watch?v=LbTxfN8d2CI (“Be Worry, Don’t
Happy)
-https://www.youtube.com/watch?v=t7Cq_SWvzGM (middle eastern
example)
-Piano
ACCOMMODATIONS/ADAPTATIO
NS
Learning styles and interests.
Anticipate learning difficulties, regularly
incorporate student interests & cultural
heritage; differentiate instructional
methods.
-Visual Impairment: A CD that explains each note of the major and minor
scales in each lesson has already been sent to the child’s parents. They will be
updated as to what lesson will be gone over for each class period so the
student can prepare accordingly.
-Autism: This particular student has few, random outbursts and can be calmed
by dancing and playing. This means that somethings the entire band will have
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https://www.youtube.com/watch?v=t7Cq_SWvzGMhttps://www.youtube.com/watch?v=LbTxfN8d2CI
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8/17/2019 Senior Seminar Assessment Project (1)
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
to stand up and move or dance while they play. (I think this could be fun for
everyone.)
-ADHD: Make sure that the lesson actively engages the students. During the
time that the winds are warming up their horns and I am working with the
percussion section this student will know that they are being monitored.
MOTIVATING
STUDENTS/ANTICIPATORY SET
“Hook”: Engage students’
attention and focus on
learning. Personally meaningful
and relevant.
As the students are coming in the room the white board will instruct them to
set their instrument in its case next to their chairs and to get out a sheet of
paper and a pencil. While they are doing this a minor version of “Don’t
Worry, Be Happy” will be playing (also known as “Be Worry, Don’t Happy”).
Ask the students if they are familiar with this song. If so, was anything
weird? If not, could you tell something was weird?
Introduce the term “minor” and explain that it is the normal key for other
cultures.
INSTRUCTIONAL PROCEDURES Step-by-Step
Procedures-Lesson Sequence:
Basic to Complex. Lesson
includes visuals, modeling,
logical sequencing and
segmenting (beginning, middle,
ending); essential information;
concise communication;
grouping strategies;
differentiated instructional
strategies to provide intervention
& extension; seamless routines;
varied instructional strategies;
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
key concepts & ideas highlighted
regularly.
1. Now that the students have been introduced to the term “minor” they needto be able to identify major and minor scales aurally. Go to the piano and play
major and natural minor scales.Have students raise their hands to identify
whether the scale you played was major or minor.
2. Once they can consistently answer them correctly, move on to the notation
and theory behind minor scales. Ask a student to raise their hand and instruct
you on how to notate a C Major scale. Play the scale on the piano.
3. Now show them that by starting on the 6th scale degree (A) and playing
every note in the C Major scale A-A that they will have a minor scale. Play
the C Major scale and A Minor scale a few more times and ask the studentsto call out which scale is which.
4. Instruct the students to draw a staff with their instrument’s clef and
correctly notate both the C Major scale and the A Minor Scale. Walk around
to check on the students’ progress. Correct any mistakes and answer
questions.
5. When everyone seems to have made progress on this you can instruct
them to draw another staff with their instrument’s clef and notate and F Major
scale. Walk around and help the students complete this task.
6. Now instruct them to notate the D Minor scale. Don’t give very much help
initially, but begin to help if some of them are struggling.
7. When everyone seems comfortable with this concept the wind students will
now assemble their instruments and quietly blow warm air into their horns to
warm them up. In the meantime the percussionists will get their practice pads
out. Teach them what a Paradiddle is and have them play it slowly with you
and then notate it in 8th notes on their sheet of paper.
8. The winds will now play a C Major and F Major scale in half notes at
100bpm using the music that they notated. Repeat as necessary. Percussion
plays paradiddles with the band, but then move them to mallet instruments
after a few repetitions.9. Using the minor scales that they notated have them play their A Minor and
D Minor scales. Repeat as necessary. Move percussion back and forth
between mallets and their practice pads as necessary.
10. Play the “middle eastern example” for the students.
Is this in major or minor?
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Lesson Plan Assessment Project
What is most American music in, major or minor?
Discuss how other cultures hear music differently and that while major scales
sound good to us, minor scales sound good to other cultures.
Why is major “normal”? Why is minor “wierd”?
Do minor keys make you think of sadness and major keys make you think of
happiness?
Explain that different keys will evoke different emotions from different people
because the way we view music is by our life experiences.
QUESTIONING/THINKING/PROBLE
M SOLVING (embedded
throughout)
Balanced mix of question
types. Utilizes Blooms
Taxonomy/Webb’s Depth of
Knowledge; high frequency;purposeful & coherent; require
active responses; balance based
on volunteers/non-volunteers,
ability, & gender; lead to further
inquiry & self-directed learning.
Implement four types of
thinking (Analytical, Practical,
Creative, & Research-based) &
Teach/Reinforce
problem-solving types.
Provide opportunities for
students to generate ideas &
alternatives; analyze, evaluate &
explain information from multiple
perspectives & viewpoints.
1. Was something weird about the song that you just heard?
2. What qualities make a minor scale different from a major scale?3. What key is American music typically in? What key does this Arabic music
(step 10) seem to be in?
4. How do minor scales make you feel?
5. Why is major “normal”? Why is minor “wierd”? (step 10)
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Brandon Blankenstein
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ASSESSMENT Formative and/or summative assessment. A
variety of assessments, including rubrics, measure achievement of objectives and informs
instruction.
-Informal assessment
-Formal Minor Scales/Rudiments Assessment (attached)
CLOSURE Reflection/Wrap Up. Summarizing, reminding,
reflecting, restarting, connecting.
-Close class by playing different major and minor scales on the piano and having
them raise their hand and identify which type of scale it is. Remind the students
once more that music is different to people from different countries because of
the different cultures and tell them to prepare for a playing test at the beginning of
the next class period.
NOTES:
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
Lesson 2
Teacher: Brandon Blankenstein
Subject/Grade: 7th Grade Band
Lesson Title: Natural Minor Scales: G minor and C Minor/Flam Tap
STANDARDS Identify what you intend to teach.
State, Common Core, ACT College
Readiness Standards and/or State
Competencies; Enduring
Understandings and Essential
Questions.
Standard 2.0 Playing InstrumentsStudents will perform on instruments, alone and with others, a varied
repertoire of music.
Course Level Expectations:
The student will
2.2- Demonstrate continuing tonal development and an understanding of a
characteristic tone quality.
2.3- Demonstrate fundamental technique on one’s instrument.
2.4- Differentiate between correct and incorrect pitch and rhythm2.7 Perform scales (or rudiments) on one’s instrument.
Checks for Understanding:
2.2- Produce a fundamental tone that is characteristic of the instrument.
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
Produce a characteristic tone and maintain it throughout the range of the
instrument appropriate to experience level.
2.3- Play with correct posture, hand position, and instrument carriage.
Play with correct embouchure/bowing/percussion sticking appropriate to
experience level.
Play with breath support/bow control appropriate to experience level.
Play correct fingerings (positions).
Perform articulation/bowing/sticking markings correctly.
2.4- Play correct pitches.
Play correct rhythms
2.7- Play a major scale in at least two keys/two rudiments
Standard 6.0 Listening and Analyzing
Students will listen to, analyze, and describe music.
Course Level Expectations:
The student will
6.3- Describe listening examples using music vocabulary.
Checks for Understanding:
6.3 Describe music examples using appropriate music vocabulary.
Student Performance Indicators:
The student is able to6.3.3- Compare and contrast music examples using appropriate music
vocabulary.
National Core Arts Standards
MU:Re9.1.E.5a Identify and describe the effect of interest, experience,
analysis, and context on the evaluation of music.
OBJECTIVE(s)/Sub-Objectives Connect prior learning to new
learning. Clear, Specific, Observable,Demanding, High Quality, Measurable,
Aligned to Standard(s), and Integrated
with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
-Wind students will perform a G minor and C minor scale as half notes at 100
beats per minute with 100% accuracy, characteristic tone, at a steady tempo,
and with correct posture.
-Percussion students will perform the Flam Tap rudiment slow-fast-slow with
correct stickings, characteristic tone, smooth rhythms, and with correct posture.
-Percussion students will also perform a G minor and C minor scale as half
notes at 100 beats per minute on xylophone with 100% accuracy, characteristic
tone, at a steady tempo, with correct stickings, and with correct posture.
-All students will identify the relative major for both minor scales.
-Percussion students will identify the correctly notated rudiment.
MATERIALS AND RESOURCES Content-related: Clearly supportslesson objective(s); rigorous & relevant;
Incorporates multimedia & resources
beyond the textbook.
-Checklist Assessment for Minor Scales/Rudiments performance (attached)
-Computer(YouTube)
-https://www.youtube.com/watch?v=Yaagbi_LsYg (“Wonderful World” minor)
-https://www.youtube.com/watch?v=A3yCcXgbKrE
(“Wonderful World” major)- https://www.youtube.com/watch?v=wWJRwz7oBb4 (“classical indian
example”)
-Piano
ACCOMMODATIONS/ADAPTATI
ONS
Learning styles and interests.
Anticipate learning difficulties, regularly
incorporate student interests & cultural
heritage; differentiate instructional
methods.
-Visual Impairment: A CD that explains each note of the major and minor scales
in each lesson has already been sent to the child’s parents. They will be
11
https://www.youtube.com/watch?v=wWJRwz7oBb4https://www.youtube.com/watch?v=A3yCcXgbKrEhttps://www.youtube.com/watch?v=Yaagbi_LsYg
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8/17/2019 Senior Seminar Assessment Project (1)
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
updated as to what lesson will be gone over for each class period so the
student can prepare accordingly.
-Autism: This particular student has few, random outbursts and can be calmed
by dancing and playing. This means that somethings the entire band will have
to stand up and move or dance while they play. (I think this could be fun for
everyone.)
-ADHD: Make sure that the lesson actively engages the students. During the
time that the winds are warming up their horns and I am working with the
percussion section this student will know that they are being monitored.
MOTIVATING
STUDENTS/ANTICIPATORY SET
“Hook”: Engage students’
attention and focus on
learning. Personally meaningful
and relevant.
As the students are coming in the room the white board will instruct them to
set their instrument in its case next to their chairs with a sheet of paper and
pencil just like the previous class day. While they are doing this a minorversion of “Wonderful World” by Louis Armstrong will be playing.
Ask the students if they are familiar with this song. If so, was anything
weird? If not, could you tell something was weird?
Then play the original, major version of “Wonderful World” and ask if that
sounded more familiar.
Ask them how the music made them feel. Be prepared for the “minor
sounds sad” response and remind them that minor doesn’t mean sad to
everyone, but it is alright that it is how it makes them feel.
INSTRUCTIONAL PROCEDURES Step-by-Step
Procedures-Lesson Sequence:
Basic to Complex. Lesson
includes visuals, modeling,
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
logical sequencing and
segmenting (beginning, middle,
ending); essential information;
concise communication;
grouping strategies;
differentiated instructional
strategies to provide intervention
& extension; seamless routines;
varied instructional strategies;
key concepts & ideas highlighted
regularly.
1. Review major and minor scales at the piano. Call on students to identifythe scales. The students will then put their instruments together and review
their C Major, F Major, A Minor, and D Minor scales and the Paradiddle.
Percussionists will alternate between practice pads and mallet instruments.
2. Once they can consistently play them correctly, you can move on to the
new minor scales and rudiment.
3. Repeat the process of playing the relative major scales of G Minor and C
Minor and then playing those minor scales and asking the students to identify
them.
4. Instruct the students to draw a staff with their instrument’s clef and
correctly notate both the Bb Major scale and the G Minor Scale. Walk around
to check on the students’ progress. Correct any mistakes and answer
questions.
5. When everyone seems to have made progress on this you can instruct
them to draw another staff with their instrument’s clef and notate and Eb
Major scale. Walk around and help the students complete this task.
6. Now instruct them to notate the C Minor scale. Don’t give very much help
initially, but begin to help if some of them are struggling.
7. When everyone seems comfortable with this concept the wind students
will now assemble their instruments and quietly blow warm air into their hornsto warm them up. In the meantime the percussionists will get their practice
pads out. Teach them what a Flam Tap is and have them play it slowly with
you and then notate it in 8th notes on their sheet of paper.
8. The winds will now play a Bb Major and Eb Major scale in half notes at
100bpm using the music that they notated. Repeat as necessary. Percussion
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Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
plays paradiddles with the band, but then move them to mallet instruments
after a few repetitions.
9. Using the minor scales that they notated have them play their G Minor and
C Minor scales. Repeat as necessary. Move percussion back and forth
between mallets and their practice pads as necessary.
10. Play the “classical indian example” for the students.
Ask the students how this music relates to the middles eastern music they
heard last class.
Discuss how the Indian culture also has many different views on how music
should be played. Tell them that they don’t consider instruments that can’t
bend pitch true classical instruments. (ex: piano)
-Show them the Indian “Mora” and introduce them to the TaKaDiMi system of
counting.
QUESTIONING/THINKING/PROBLE
M SOLVING (embedded
throughout)
Balanced mix of question
types. Utilizes Blooms
Taxonomy/Webb’s Depth of
Knowledge; high frequency;
purposeful & coherent; require
active responses; balance based
on volunteers/non-volunteers,
ability, & gender; lead to further
inquiry & self-directed learning.
Implement four types of
thinking (Analytical, Practical,
Creative, & Research-based) &
Teach/Reinforce
problem-solving types.
Provide opportunities for
students to generate ideas &
alternatives; analyze, evaluate &
explain information from multipleperspectives & viewpoints.
6. How have you viewed music that you’ve heard since last class?
7. How does “Wonderful World” change with the different keys?
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8/17/2019 Senior Seminar Assessment Project (1)
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
Minor Scales/Rudiments Assessment
Student Name_____________________________
CRITERIA ACHIEVEMENT LEVEL1 (Beginning)
2 (Developing)
3 (Secure)
Pitch/Sticking Accuracy 1 2 3 N/A
Intonation/Tone Quality 1 2 3 N/A
Tempo/Rhythmic Accuracy 1 2 3 N/A
Correctly Identifies Relative Major/Can
identify a notated rudiment Y or N
Posture 1 2 3 N/A
Classroom Etiquette 1 2 3 N/A
Participation/Attitude 1 2 3 N/A
Standards addressed this grading period:
2.2- Demonstrate continuing tonal development and an understanding of a characteristic tone
quality.
2.3- Demonstrate fundamental technique on one’s instrument.
2.4- Differentiate between correct and incorrect pitch and rhythm
2.7 Perform scales (or rudiments) on one’s instrument.
Teacher comments:
Teacher Signature ___________________________________
Date _______________________________________
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
MIDDLE SCHOOL BAND
PERFORMANCE ASSESSMENT RUBRIC
Student Name______________________________________
Class Period________________________________________
Literature___________Minor Scales/Rudiments___________
CRITERIA
ASSESSED
SUPERIOR EXCELLENT FAIR DEVELOPING BEGINNING
Pitch/Sticking
Accuracy
90% or more
performed correctly
80-90% performed
correctly
70-80%
performed
correctly
60-70% performed
correctly
60% or less
performed
correctly
Intonation/Ton
Quality
Clear characteristic
tone with consistent
breath support
Clear characteristic
tone with consistent
breath support most
of the time
Somewhat
clear
characteristic
tone with
consistent
breath support
Little characteristic
tone with consistent
breath support
No characteristic
tone with no
breath support
Tempo Steady tempo
throughout
Steady tempo
with few
fluctuations
Steady
tempo
with some
fluctuation
s or stops
Steady tempo
with many
fluctuations or
stops
Very unsteady
tempo with
many stops
Rhythmic
Accuracy
90% or more
performed
correctly
80-90%
performed
correctly
70-80%
performed
correctly
60-70%
performed
correctly
60% or less
performed
correctly
Teacher comments:
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Dayton City Middle School
Brandon Blankenstein
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Lesson Plan Assessment Project
WRITTEN ASSESSMENT RUBRIC
Student Name_____________________________________
Class Period______________________________________
Subject_______________Minor Scales_________________
CRITERIA
ASSESSED
SUPERIOR EXCELLENT FAIR DEVELOPING BEGINNING NO
Attem
pt
Correct
Notes: A
Minor
1 or no errors 2 or 3 errors 4 or 5 errors 6 or 7 errors 8 errors No
Attempt
Correct
Notes: D
Minor
1 or no errors 2 or 3 errors 4 or 5 errors 6 or 7 errors 8 errors No
Attempt
Correct
Notes: G
Minor
1 or no errors 2 or 3 errors 4 or 5 errors 6 or 7 errors 8 errors No
Attempt
Correct
Notes: C
Minor
1 or no errors 2 or 3 errors 4 or 5 errors 6 or 7 errors 8 errors No
Attempt
Relative
Major Scales
Student lists all
4 relative major
scales
Student lists 3
correct relative
major scales
Student lists 2
correct relative
major scales
Student lists 1
correct relative
major scales
Student lists no
correct relative
major scales
No
Attempt
Short
Answer:
Minor Scale
and different
cultures
Shows full
understanding
of concepts
Shows mostly full
understanding of
concepts
Shows
moderate
understanding
of concepts
Shows some
understanding of
concepts
Shows little to no
understanding of
concepts
No
Attempt
Teacher comments:
Teacher Signature___________________________________
Date_______________________________________
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Dayton City Middle School
Brandon Blankenstein
Spring 2016
Lesson Plan Assessment Project
With your documents, you will submit an accompanying paper that should discuss each
assessment’s suitability to the standard and how it will be administered. You will also list
in the paper how you plan to accommodate students with special needs in each of the
assessments. For the purposes of this paper, these students with special needs are in
your ensemble: 1 student who is visually impaired, 1 student who has autism, and 1
student with a behavioral disorder (ADHD).
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Lesson Plan Assessment Project
Works Cited
Duke, R. A. (2005). Intelligent music teaching: Essays on the core principles of effective
instruction
. Austin: Learning and Behavior Resources.
Moss, K and Wright, P. (2002, July 30). Music in the Key of Life. Retrieved April 12,
2016, from http://www.tsbvi.edu/seehear/archive/Music in the Key of Life.htm
Payne, R. K. (2005). A framework for understanding poverty . Highlands, TX: Aha!
Process.
Rudy, L. J. (2016, January 12). 13 Tips for Teaching Autistic Kids to Play Musical
Instruments in Band. Retrieved April 12, 2016, from
http://autism.about.com/od/schoolandsummer/a/Tips-For-Teaching-Music-To-Pe
ople-With-Autism.htm
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