PDQP Progress
Report
Ciana L.
Whitfield
National
University
Author
Note:
Ciana
Whitfield, Department of Music, Parkside Middle School.
In
partial fulfillment of the requirements for TED 690 Capstone for Professor
Clifton Johnson.
Correspondence
concerning this document should be addressed to Ciana Whitfield, Department of Music,
Parkside Middle School, San Bruno, CA 94066. Contact: cwhitfield@sbpsd.k12.ca.us
Abstract
This document is
document three for the Capstone PDQP. A progress
report providing an update of my PDQP implementation will include a discussion
of goal achievements, frustrations, questions, concerns, and the next steps for
myself and the learning community in developing a PDQP. TPE Domains C and D will
be populated with three artifacts. One
artifact for each TPE domain will be a supporting literature review and each chosen
artifact will be justified.
Keywords: pdqp, music education
PDQP “Progress Report”
An important step in the process of
creating a PDQP is self-evaluation.
Self-evaluation is the focus for this document as it is a progress
report reviewing prior work for the purposes of improving the portfolio at a
halfway point. It is important to
remember four major areas when self evaluating- “introduction and organization
of the portfolio, performance standards or themes, documentation, and introductions,
explanations, and reflections” (Costantino & De Lorenzo,
2009, p. 66). Taking the time to ask
yourself and others questions in order to gain access to constructive and
creative thoughts will create and improve progress for a great PDQP. TPE
Domains C and D will be populated with three artifacts. One artifact for each TPE domain will be a
supporting literature review and each chosen artifact will be justified.
Literature Review
There are two articles discussed in
this document. For TPE Domain C, the
selected supporting literature review is entitled “Music Education:
Perspectives from Current Ethnomusicology” from the Journal
of Music Education in 2003 by Jonathan
Stock. For TPE Domain D, the selected supporting literature review is entitled
“Relationships” from the Music Educators Journal in
2006 by David Circle.
Article number one to be discussed
is for TPE Domain C, “Music Education: Perspectives from Current Ethnomusicology”
from the Journal of Music Education
in 2003 by Jonathan Stock. Jonathan
Stock is Professor & Head in Department of Music of The University College
Cork in Ireland and is an ethnomusicologist that specializes in a variety of
music from a variety of Asian cultures.
This article was selected for TPE Domain C as it is related to the
content within the domain such as making content accessible and being related
to standards, student engagement, developmentally appropriate teaching practices
such as teaching a broad range of students at a variety of age levels, and
teaching English learners.
This article covers a multitude of
areas regarding ethnomusicology in music education. The elements covered include ‘the focus of
ethnomusicology as a discipline, pointing to its concentration on music
examined as intersocial activity and identifying the methodological givens that
follow from that assumption, concerns shared with researchers in the field of
music education and the concept of music and topics of musical transmission and
ability, and finally the introduction of the writing of ethnography which
identifies further areas of mutual interest’ (Stock, 2003, p. 135). The author states the specific aim of the
article to “to look further at some shared concerns, pointing out areas and
ideas in the accumulated body of ethnomusicological practices and literature
that might prove useful to the educationist as well” (Stock, 2003, p. 136). There is a section that is included
specifically to infuse ethnomusicology as a utility for music educators. (Stock, 2003, p. 137).
The article begins with the
explanation of ethnomusicology and the importance of the variety of definitions
because the “definitions are applicable to any kind of music from any kind of
people, and each implies a particular emphasis on the study of music-making as
a human science” (Stock, 2003, p. 136).
This is followed by discussing the “idea of music” and the importance of
how to approach music from an educator’s standpoint in order to best educate
music students for school and for life.
The following section discusses “musical transmission” and how the
process of music-making and passing of musical knowledge is an important
element of music education and musicianship.
Following the initial processes
described that are overarching elements of ethnomusicology in music education
is the topic of ability. Ability is not
necessarily as large a factor in ethnomusicology as it is in a western music
education setting. ‘In general,
ethnomusicologists have tended to examine musical competence on a cultural
(rather than cross-cultural) basis, perhaps fearing that the bases for comparison
are not yet well established as in some
societies musical ability is considered restricted to a limited proportion of
individuals; elsewhere, almost everyone is deemed able (and expected) to make
music, which is to say that there may be no indigenous category of musical ability
or of the musician at all’ (Stock, 2003, p. 140). Following this discussion and a variety of
examples from ethnomusicology studies, is the element of “voices and writing.” This discusses the differences between those
involved in thoughts of the music community.
It concludes with the importance of thinking outside of standardized and
one-dimensioned music education to allow for the infusion of ethnomusicology
for a greater music experience and training.
Article number two to be discussed is for TPE Domain D, “Relationships” from the Music Educators Journal in
2006 by David Circle. David Circle was
the National Association for Music Education’s National president from 2004 –
2006, which formerly was MENC, Music Educator’s National Conference. David Circle has held a variety of music
education positions. This article was
selected for TPE Domain D as it is related to the content within the domain
such as learning about students and instructional planning.
This article introduces Circle’s writing to describe ‘the
importance of relationship and how to develop good ones, one key of being
successful--whether one is a music teacher, a doctor, a lawyer, or any other
career--is one's relationship with people, and that in every human endeavor,
one must deal and relate with people’ (Circle, 2006, p. 4). Without the social bond of a relationship,
all related training, preparation, and experience are rendered nearly useless. ‘This has been reinforced many times over the
past year and a half as in every human endeavor, we must deal with and relate
to people’ (Circle, 2006, p. 4). Circle
describes visiting many places and in every place he has traveled, he has this
same experience- the importance of relationships for a members of a social
world as we are social beings.
The author describes the importance of a music educator
being in a position where we do not sell tangible products but the passing of a
service that affects students, community, and the nation (Circle, 2006). What is also important to mention, as I am
tying in the classes for my National Specialization of U.S. Education in a Global Context, is that what Circle
indicates also transgresses to the idea of globalization- we are not only
passing a service on to our small community or nation, but also into the joined
hands of a globalized society and into the future.
The author describes
a relationship being a key part of being an educator and methods to do so even
with others with which you might have a difficult relationship. Suggestions include taking the initial step
to forming a positive bond even in conflict, skillfully listening, and taking
time to solve problems. Each suggestion
has an accompanying example that describes more steps to achieve relationship
success with others be it students, co-workers, community-members, or others in
the professional education world. With
these tools, an educator has multiple paths to success as opposed to only one
path that may not work well when there is a need for success for all.
Discussion
An evaluative progress report update will be provided for all
current work for the online PDQP Capstone. Goal achievements, frustrations,
questions, concerns, and the next steps for myself and the PDQP learning
community will be highlighted below. TPE
Domains C and D will be populated with three artifacts. One artifact for each TPE domain will be a
supporting literature review and each chosen artifact will be justified.
Progress
Report Update of PDQP implementation
This
document is document three for the Capstone PDQP. It will outline goal
achievements, frustrations, questions, concerns, and the next steps for myself
and the PDQP learning community as well as the TPE Domain C and D artifacts and
rationale. This is important in the
development of a successful PDQP as each step contributes to and provides
support for creating a full and well-rounded project that is reviewed by peers
and the Professor as well as able to be utilized for the future of the teacher,
students, and education community.
Goal
Achievements. I have had many goal achievements throughout the
course of the last two weeks. My first
goal achieved was getting in touch with Professor Johnson before the class
started in order to get a grasp on the project, map out the month, and do my
best no matter how busy teaching and year-end concerts have kept me throughout
the weeks. Another achievement includes
being able to review and understand a vast amount of information and
instructions in a short period of time with a very busy schedule. I also finished my first year of BTSA
(clearing my preliminary credential I received summer of 2014 with one more
year to go) on April 22, 2015. I have
come to be proud of my website that these papers have outlined- the website is
where the stories from the documents come to life. It is also promising to be linking multiple
website together to share information such as blogspot and Google drive. I initially truly enjoyed designing
PowerPoints but I am now much happier utilizing blogspot. Being able to also connect with other
students and review their projects from classes past and current has been
incredibly helpful. I am also happy to
achieve a wonderful PDQP to reflect upon my many educational accomplishments
over the course of being at National since 2012 and throughout life. I will be able to share this progress with
those close to me as well as professionally.
Frustrations. There
have been multiple frustrations along the way but the positives most definitely
overrule these issues. The number one
frustration is being able to teach in my job to the best of my ability while
simultaneously doing my very best to build a great PDQP and receive an A grade
in my final class at National and trying to manage my personal life. Another frustration is getting blogspot to
design exactly how I desire. I am very
particular about design and content and I simply do not have enough time to
work out every design flaw and imperfection in my work. As someone who has strict attention to detail
with a side of perfectionism, this would be two frustrations tied into one-
again the lack of time and also the need for near-perfect work.
Questions. The
first questions are who made the PDQP a recommended choice for the end of a
Master program, how did it become the recommended choice, and when? How popular
is the use of a PDQP in today’s professional education circles? These questions are explored on my own as
well as through discussions in the class and with other students. These questions are important as inquiry is
an important component of critical thinking for a higher level of education and
use in the professional world. Many of
the top-tier education systems in the world, as discovered through my Master
program focusing on U.S. Education in a Global Context, has shown that many top
nations such as Korea, Singapore, and Japan utilize the importance of inquiry and
infuse this element into their lesson planning, standards, curriculums, and
missions.
Concerns. My
first concern is if the PDQP will be useful in the future as I am quite set in
my position. Another concern is knowing the
answers to the above questions and will the PDQP truly be useful in the future
or will the future potential employers simply want the resume, credential, and
letters as usual. Another concern is
making sure that the remainder of my PDPQ and class elements are completed to
the best of my ability with a very limited amount of time. Time is a major concern as I am a full-time
music teacher with five performing groups and there are many, many events and
intricate elements involved in completing everything successfully. Additionally, time is constrained by various
other elements so time-management and efficiency is extremely important at this
time.
Next
Steps for Myself and the Learning Community in Developing a PDQP. One
of the next steps for myself and the learning community in developing a PDQP is
to finalize the work I have started for week four. This will enable an early finish to leave
room for improvements before the deadline.
Another step is to finish my competition next Friday, our 1,500 – person
concert the following Thursday, grading, year-end activities (potentially
including a last-minute parade with 90 students), and summer as well as
next-year music education planning.
Upon completion of my PDQP and TED690, the timeline
steps from my professional development plan should be put into effect. Planning for clearing my credential next year
need to be examined (our district is most likely about to go on strike and I
don’t know if our BTSA plan will be covered even if I know I have a job next
year), and planning additional professional development with my school and for
myself needs to be examined. While
examining the next steps of my career plans, I will contemplate how the use of
my PDQP will benefit me and how I can put it to excellent use.
TPE
Domain Artifact Review
Regarding completed TPE domains, TPE Domain A addressed making subject
matter comprehensible to students and included the “Telling My Story”
assignment which included the exploration of the six TPE Domains and related
artifacts as well as my introduction to my learning community where I shared my
interconnected TPE Domain and artifact findings with the learning community. TPE Domain F addressed the continuation of my
quest
to become a more effective teacher, developing
as a professional educator, and included the “Professional Development Plan” and
timeline assignment based on the week one goals. Week three TPE Domain C addresses engaging
and supporting students in learning while TPE Domain D addresses planning
instruction and designing learning experiences for students. This week has the assignment “PDQP Progress
Report.” Final week 4 Domain B is
regarding assessing student learning and TPE E, creating and maintaining
effective environments for student learning.
This final week has the assignment “Reflection on ePortfolio Process and
Advice for Future Students.”
TPE
Domains C Artifacts and Justification/Rationale. TPE Domain
C is about engaging and supporting students in learning. Domain C includes making content accessible,
student engagement, developmentally appropriate teaching practices,
developmentally appropriate teaching practices in grades 4-8, and teaching
English learners.
Artifact one is an
example of informative classroom posters that are displayed for students to not
only learn but also be intrigued, inspired, and engaged in lessons that are
tied to required standards for their age level.
Students regularly utilize these posters during class lessons as they
are used as a regular reference manual in addition to their class text and
sheet music.
Posters are important as
they not only enhance the environment of the class but also give a picture to
learn from instead of information only being posted in words. Students have multiple intelligences and
pictures not only access multiple intelligences, but provide additional
information to build upon the student’s prior knowledge. The posters allow for students to have an
alternate method of learning and/or to delve deeper into the subject as on
option.
Artifact two is an
example of a music theory poster that is tailored specifically to be shown in
the English and Spanish languages. The
rationale and justification for this selection is that not only does it
specifically adhere to TPE seven under Domain C-3 but also allows for an
all-inclusive lesson that teaches students from both backgrounds the importance
of a second language and multiculturalism.
In this method, the class would be more related to Spanish immersion instead
of just having the students learn in a language with which they are
uncomfortable. What is quite alarming
about this is that the lack of good posters and worksheets for students that
need Spanish information.
Artifact three chosen
is a review of supporting literature entitled “Music
Education: Perspectives from Current Ethnomusicology” from the Journal
of Music Education in 2003 by Jonathan
Stock.
This article is important and was selected
for TPE Domain C, as mentioned in the above literature review, as it is related to the content within the domain such as
making content accessible and being related to standards, student engagement, developmentally
appropriate teaching practices such as teaching a broad range of students at a
variety of age levels, and teaching English learners.
How this article relates to TPE
Domain C is that ethnomusicology must be included in music education because of
many reasons such as the examples of it engaging students from a variety of
backgrounds, creating a broader knowledge-base for music students, and reinforcing
the importance of music class being about music-making and the aesthetics of
music instead of just about completing music standards and competing. The
incorporation of related ethnomusicology elements can greatly improve a
program’s outcomes. It is important to understand that not every
element of music education should be about passing tests and winning, but also
about the improvement of happiness, emotional outlets, and a sense of
community.
TPE Domains D Artifacts
and Justification. TPE Domain D is about planning instruction and
designing learning experiences for students.
Domain D includes learning about students and instructional
planning.
Artifact one is an
example of a student’s class journal that is utilized for getting to know the
student and to create inquiry regarding music into the young artist’s mind. A music journal allows for the teacher to
have a method to get to know their students on a schedule with very limited
time. If the teacher cannot meet with
every student and guardian, the teacher can find a time to read the student’s
journals and comment in order to connect and build the education relationship
with the student. Guardians can also
have the option of being involved.
With journals, not only
can the teacher reach out and form an educational relationship with their
student but also create musical inquiry that reflects the standards of music as
well as general music options. Included topics could be a music
biography/timeline, creating music stories, writing a song, asking how the
students can improve their lives and community with music, and inventing a
musical instrument. This creates inquiry
that reflects the standards and moves the student’s learning into their
long-term plans and understanding of the importance of music.
Artifact two is a lesson
plan from when I was student teaching for National University in my current
position. The lesson plans were designed
by National University to outline my teaching to reflect the music standards
for the state. Lesson plans are
important to utilize as they are goal-driven and allow for the teacher to
realize the timeframe and time-management of completing the required
tasks. It assists in the development of
calendars and yearly timelines as well as staying on track with minutes in each
class. It is important to be flexible
and consistently update lesson plans to best suit the needs of the students,
school, and community.
Artifact three chosen for
TPE Domain D is a
review of supporting literature entitled, “Relationships” from the Music Educators Journal in
2006 by David Circle. This article is important and was selected for TPE Domain D, as
mentioned in the above literature review, as
it is related to the content within the domain such as learning about students
and instructional planning.
How this article relates to TPE Domain D is that, as
described in the above literature review, is that in my experience, the
professional and caring relationship between a student and a teacher has shown
a strong link to success. In a similar
way to a store clerk will utilize a method of speaking with and have a customer
try on a product to form a bond with the purpose of making a sale (although
this is superficial while a teacher must be genuine), a teacher must engage and
with and show their student how much they truly, and not superficially, care
and want to form a learning bond in order to have the student engage in
learning. It is very similar to any
social relationship where you want to succeed via creating a bond but the bond
must be carefully and professionally balanced between the teacher, student,
school network, and guardians. ‘If we're
going to be successful at providing our services, we must have positive
relationships with those with whom we work and come into contact which includes
students, their parents, our teaching colleagues, administrators, and members
of boards of education as well as our community’ (Circle, 2006, p. 4). Not only should music teachers have the
skills to build this relationship with their students, they must be equipped
with the ability to teach and perform music as a model as well as being able to
be ready at all times to offer a desirable and meaningful lesson on a daily
basis no matter what might try to stand in the way.
Conclusions and Future Study
Self-evaluation,
efficiency, and time-management are key to continued successful and updated
teaching. Utilizing these methods in
conjunction with a developed professional development plan is designing a map
for successful lessons and career milestones.
Developing a portfolio with rationale-driven artifacts creates a
platform for storing and updating information for a planned and continuously
evolving positive vault of knowledge that enhances the educational futures of
students, education professionals, the community, and the world.
References
Circle, D. (2006).
Relationships. Music Educators Journal, 92(3), 4. Retrieved
from
http://ezproxy.nu.edu/login?url=http://search.proquest.com/docview/197198435?accounti
d=25320
Costantino, P. & De Lorenzo, M. (2009). Developing
a Professional Teaching Portfolio:
A Guide for Success, Third Edition.
Pearson Education.
Stock,
J. P. J. (2003). Music education: Perspectives from current ethnomusicology. British
Journal of Music Education, 20(2), 135-145. Retrieved from
http://ezproxy.nu.edu/login?url=http://search.proquest.com/docview/200916600?accounti
d=25320
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