WGU D188 TASK 1 | LATEST UPDATE WITH
COMPLETE SOLUTIONS
A. Grade Level- 4th grade
Content area- Music: Orchestra
My instructional goal is for the 4 th-grade orchestra students to be able
to cleanly and accurately play all the notes of the D major scale in first
position in the context of our ensemble’s repertoire with correct
finger placement, steady rhythm, and pleasant tone quality. This goal
will help my students learn by helping them connect their technical
skill development with their musical performance. Students who
understand how scales work in the music they play are better able to
understand fingerings, have good intonation, and have greater
confidence playing their instrument in the ensemble. My goal may
also boost engagement because students are not just repetitively
practicing scales (which is boring). They are playing them in the
context of fun music. This goal is aligned with the Massachusetts Arts
Curriculum of “developing and refining performance techniques” and
“rehearsing musical works for presentation (Massachusetts
Department of Elementary and Secondary Education [MA DESE],
2019).
A1. Two instructional strategies that will help my students in achieving this
goal are teacher demonstrations with guided rehearsal and independent
practice supported by technology (Essential Elements Interactive). For the
teacher demonstration with guided rehearsal, I will play the D major scale
for the students and explain how the same notes show up in our repertoire,
just in different orders. The kids will then practice the scale and excerpts
from the repertoire while I conduct and give feedback on their fingerings,
bow distribution, etc. In the second strategy, the kids are going to use
Essential Elements Interactive to practice the D major scale excerpts from
the repertoire. They can change the tempo of the play along with backing
tracks to work on difficult parts more slowly and gradually work it up to
speed. Students will then record themselves and submit it to me for
feedback.
A2. I think that students are going to respond positively to the two
strategies because they can easily understand how their practice of basic
fundamentals and basic scales connects to the actual songs they are going
to be performing. An area where students may get stuck is keeping the
correct finger placement throughout the D major scale. The D major scale is
, made up of half steps and whole steps. Some of the notes are close together,
and some are farther apart. It may take time for students to develop this
COMPLETE SOLUTIONS
A. Grade Level- 4th grade
Content area- Music: Orchestra
My instructional goal is for the 4 th-grade orchestra students to be able
to cleanly and accurately play all the notes of the D major scale in first
position in the context of our ensemble’s repertoire with correct
finger placement, steady rhythm, and pleasant tone quality. This goal
will help my students learn by helping them connect their technical
skill development with their musical performance. Students who
understand how scales work in the music they play are better able to
understand fingerings, have good intonation, and have greater
confidence playing their instrument in the ensemble. My goal may
also boost engagement because students are not just repetitively
practicing scales (which is boring). They are playing them in the
context of fun music. This goal is aligned with the Massachusetts Arts
Curriculum of “developing and refining performance techniques” and
“rehearsing musical works for presentation (Massachusetts
Department of Elementary and Secondary Education [MA DESE],
2019).
A1. Two instructional strategies that will help my students in achieving this
goal are teacher demonstrations with guided rehearsal and independent
practice supported by technology (Essential Elements Interactive). For the
teacher demonstration with guided rehearsal, I will play the D major scale
for the students and explain how the same notes show up in our repertoire,
just in different orders. The kids will then practice the scale and excerpts
from the repertoire while I conduct and give feedback on their fingerings,
bow distribution, etc. In the second strategy, the kids are going to use
Essential Elements Interactive to practice the D major scale excerpts from
the repertoire. They can change the tempo of the play along with backing
tracks to work on difficult parts more slowly and gradually work it up to
speed. Students will then record themselves and submit it to me for
feedback.
A2. I think that students are going to respond positively to the two
strategies because they can easily understand how their practice of basic
fundamentals and basic scales connects to the actual songs they are going
to be performing. An area where students may get stuck is keeping the
correct finger placement throughout the D major scale. The D major scale is
, made up of half steps and whole steps. Some of the notes are close together,
and some are farther apart. It may take time for students to develop this
