Domain 1

Domain 1:  Planning and Preparation


Artifacts in this section relate to the following sub-domains:

1a – Demonstrating Knowledge of Content and Pedagogy

1b – Demonstrating Knowledge of Students

1c – Setting Instructional Outcomes

1d – Demonstrating Knowledge of Resources

1e – Designing Coherent Instruction

1f – Designing Student Assessments

*All artifacts are listed in bullet points below the following descriptions, please follow the links to view each artifact.



Lesson Plans:  I have utilized various formats for lesson planning over the years and continue to evolve my formatting for ease of use and documentation. The following lesson plans have been selected to present a range of ages, needs, formats and concepts presented. Please note, the songs names and activities included in these lesson plans are copyrighted, lesson plans should not be reproduced without the expressed permission of the owner.

Long Range Planning – Curriculum Maps and Unit Plans:  As part of my approach to lesson planning I start with a curriculum map to provide a sense of pacing to the lessons. This map is based on the National and State Standards, as well as the district’s curriculum. Within each unit I try to create a plan with the important songs, activities and concepts we will cover, while still allowing for flexibility in regards to pacing and other scheduling factors. I also double check each long range planning document by comparing it to my standards and “I Can” statement checklist which I created to ensure that I have not left anything out. The following maps, unit plans and checklists have been selected to give the reader an example of my approach to long range planning.

Rubrics and Assessments:  In the general music classroom assessment is a challenging but integral part of the planning process. Throughout the year I use a combination of formative and summative assessment activities to document student growth and to pace our lessons. During these assessments I use rubrics to document the students work with fidelity. The following rubrics and assessments have been selected to highlight my own teacher created documents versus pre-formatted assessments I use as part of our basal series.

Learning Objectives:  Each lesson that is presented should have a learning objective or end goal in mind. Similar to an arrow heading towards its target, posting learning objectives in both teacher and “student friendly” language keeps the teacher on pace, accountable and students focused on the target for the lesson. The following examples have been selected to document the various ways I have posted and work with learning objectives in the classroom.

Visuals and Manipulatives:  One of my favorite ways to differentiate lesson content for individual student needs is the use of visuals and hands on manipulatives.  These items can take many forms from using “smart” technology on an interactive screen, utilizing hands on materials like Popsicle sticks to build rhythms, and even the use of instruments to enhance instruction. The following examples have been selected to highlight a few of my favorite differentiation materials.

 Reflections:  Reflection is an important part of the teaching process and should serve as a guidepost for future lessons.  I personally like to take physical notes in my lesson plans to guide my later instruction and document what occurs in each lesson.  As part of the larger teaching process, I also reflect on my growth as a teacher so that I can evolve as a music education specialist.  The following examples include reflections that are part of the large scope teaching process and the smaller notes I take throughout the day.

Grant Proposals:  Having a deep knowledge of the resources available to the classroom aides immensely in the planning process.  Keeping this in mind, expanding the resources available also enhances student learning.  The following examples document my knowledge and quest for expanding the resources in my classroom.



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