Name: Petros Boyadzhyan

Spring 2009

(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

Use a web-based traceroute program or a commercial program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce? Traceroute programs can be used to track and graph web traffic to specific sites. Obtain a map for the traffic (see statcounter) to a specific site such as the Dr. Herr's home page.

Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

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Name: Petros Boyadzhyan

Spring 2009

Using a web-based traceroute program, I traced the route between my computer and a website outside of the States. The website was an Italian tourism site and was supposed to be based in Italy, but it was actually located in Belgium. Most of my classmates found the same results. This made me realize that most websites are not located in the country

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Name: Petros Boyadzhyan

Spring 2009where they are registered. Internet based business and commerce might not always be as they seem, so one needs to take caution before doing business with certain websites.

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Name: Petros Boyadzhyan

Spring 2009

My speed rate was pretty fast compared to the others in the class. Dr. Herr’s computer had a much slower rate, about 14 seconds, compared to my 2 seconds.

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Name: Petros Boyadzhyan

Spring 2009

My computer in the lab had a fairly high speed for downloading and uploading. Others in the class had a much higher rate, however, up to 90 mb/s for downloads. My IP address is 130.166.243.36. My DSL connection at home showed a fairly slow speed for downloading and uploading, even though it seems pretty fast when I am using it.

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Name: Petros Boyadzhyan

Spring 2009

ichat allows video chatting in real time. The common text chatting is also available through this program. It provides resources for the deaf. It is a convenient and effective way to communicate with classmates and with the professor. Picture and text files can be easily transferred between students.

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Name: Petros Boyadzhyan

Spring 2009

Link to full article

Taken from the website, “The District will use protection measures to block or filter, to the extent practicable, access of visual depictions that are obscene, pornographic, and harmful to minors over the network.”

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Name: Petros Boyadzhyan

Spring 2009

(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

Develop a written profile of your school and students. Your profile should include the following: School distinctives : Study your school website and discuss school history,

distictives and goals. Geography: Describe your campus and its community using satellite photos

and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.

School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

School Distinctives: Crescenta Valley High School opened its doors in 1960, and is located in La Crescenta, CA. Here is a brief history of the school and its surroundings. Within a safe and caring environment, Crescenta Valley High School provides a meaningful standards-based curriculum that guarantees all students the opportunities and resources to attain the skills, knowledge, and values necessary to function as responsible and productive members of society.

Geography: The campus is very clean and the community is safe and prosperous. Single family homes surround the school.

(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

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Name: Petros Boyadzhyan

Spring 2009Socioeconomic States: Students come from mainly wealthy, middle to upper class families. Most of the students attending the school come from families whose median income is between $55,000 and $240,000.

School Performance: The school API is always high for Crescenta Valley High School. In 2008, all subgroups except students with disabilities met the API growth target. Out of 2153 students that were accounted for in the API, 477 were English learners. There were 128 students with disabilities. Only 166 students were classified as socioeconomically disadvantaged. The school had less than 1% dropout rate.

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Name: Petros Boyadzhyan

Spring 2009

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Name: Petros Boyadzhyan

Spring 2009

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Name: Petros Boyadzhyan

Spring 2009

(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

The principle violist in my class came up to me a few weeks ago and told me he was interested in becoming a music teacher like me. He is a very talented young man, does great work in class, and has an outgoing personality. He asked me if it took a lot of work to become a teacher. I honestly replied that it took a lot of dedication and effort in order to complete the requirements of a credential program, and to eventually become a successful teacher. I would recommend that he pursue a B.A. in Music Education from Cal State Northridge and then to go in the credential program their. “A BACHELOR OF ARTS degree is given with emphasis in Music Education, Music Industry Studies, Music Therapy, and Breadth Studies in Music. The latter degree, a flexible program with a minimum performance requirement, allows students to combine studies in music with other fields of interest. Entrance auditions are required for all BA options.” I went through the music education program and had great experiences. The professors were very helpful and the classes that I took prepared me for teaching music in the classroom. I also hear from my master teacher that UCLA has an exceptional music education program as well. I would recommend that he read through the websites, and even visit the schools to get a first-hand look at what he would be going into. The advisor for the music education program at CSUN is Mary Schliff, and she can be contacted through here. I would advise that he had a meeting with Mrs. Schliff as soon as possible in order to discuss in order to discuss his options and requirements for the music education program.

Advice for the Parents: Even though the student comes from a median-income household, he would still need financial assistance in order to pursue his education at a university. I would advise the parents to have their son fill out the FAFSA before the priority deadline. Based on their income information that they list on the form, the eligibility of the student for financial aid and student loans will be determined. Cal Grants should also be looked into. The student would not have to pay back any of the money that he would potentially receive from the grants. There are an array of scholarships that he could apply to. Fastweb is a great site for scholarships. Since he is a violist, he can also get merit based scholarships.

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Name: Petros Boyadzhyan

Spring 2009I would tell the parents to see if his high school had any scholarship opportunities. I would inform them that when I was applying to colleges, I received a scholarship of $7,000 based on my ability to play the violin. Their child is very adamant about attending college and they need to tap into all of the financial resources that are available to them in order to enable their son for higher education.

(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

I attended the California Association for Music Education (CMEA) Professional Development Conference in Ontario, Ca on March 14, 2009 and I am looking forward to attending the 2010 conference in Sacramento. The purpose of the conference is to bring together music teachers from all over California. The three day event houses dozens of workshops, performances by university, high school and middle school bands, orchestras, and choirs, and allows for teachers to network. Teachers have opportunities to gather new instruction strategies, watch rehearsals and attend concerts, share ideas, and build on advocacy tool kits. I attended workshops that dealt with discipline techniques that worked in elementary classrooms, the use of audiation during rehearsals, and I attended performances by the CMEA Honor Orchestra and the San Francisco State University Orchestra. I would like to attend similar workshops at next year’s conference.

(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

The teaching position that I found is for a high school orchestra director position in the Manhattan Beach Unified School District. Unfortunately, the advertisement does not list the exact school that the opening is for. I found the job announcement off of edjoin.org. The median household income for Manhattan Beach is between $55,000-$240,000.

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Name: Petros Boyadzhyan

Spring 2009

(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

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Name: Petros Boyadzhyan

Spring 2009Here is the first movement from Mozart’s Symphony #39. I will play the audio in the background as I discuss classical composers and the genius of Mozart with the students. We will listen to and discuss the audio of the Symphony more in depth afterwards.

This video provides a great demonstration of the correct bow hold. The violin teacher in the video first introduces the bow hold on a pencil, and then transfers it over to the actual bow in this continuation video. After discussing the bow hold with the students, I would show this video to the class in order to reinforce the concepts of the proper bow grip. I found the video on youtube.com.

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Name: Petros Boyadzhyan

Spring 2009

(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

Provide links to other relevant documents or resources you have developed.

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Name: Petros Boyadzhyan

Spring 2009Theme and Variation Lesson

Date(s) Taught: April 2, 2009-Day 2 of 5 

Content Area: Music 

Grade/Level: 9-12 

Topic(s): Theme and Variation 

Agenda: 1. Review-Pagodas and the Pentatonic scale-1 minute

2. Warm up-E flat major scale-one octave, half notes-1 minute

3. Varying the E flat major scale(Introduction to theme and variation)-7 minutes

4. Pagodas-theme and variations-15 minutes

5. History of Theme and Variation-5 minutes 

STANDARDS AND OBJECTIVES

California Content & ELD Standards:

CA- California English Language Development Standards• Skill : Writing

• Area : Strategies and Applications• Proficiency Level : Early Advanced

• Category : Organization & Focus, Evaluation and Revision• Grade Level : Grades 9-12

 Benchmark : Write reflective compositions that explore the significance of events.

CA- California K-12 Academic Content Standards• Subject : Music

• Grade : Grades Nine Through Twelve — Proficient• Area : ARTISTIC PERCEPTION

• Sub-Strand 1.0: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to MusicStudents read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

• Concept : Listen to, Analyze, and Describe Music Standard 1.6: Analyze the use of form in a varied

repertoire of music representing diverse genres, styles,and cultures.

 

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Name: Petros Boyadzhyan

Spring 2009

Learning Objective(s) for Content:

The students will learn about the musical form, theme and variation.  They will learn the different techniques and musical elements that a composer can use in order to form variations form a theme.  After the lesson, students should be able to describe the elements of theme and variation.  Students will be able to take a simple musical theme or example, such as a scale, and vary the theme using various musical techniques. 

Learning Objective(s) for Academic Language:

The students will develop the musical academic language term of theme and variation.  Other language that will be developed and reinforced will include l'istesso tempo, meter, and key signature.  The students should be able to describe these terms, as well as perform its indications as it applies to a certain musical piece.  Their acquired academic language will be assessed by a quickwrite activity at the end of the lesson.

 Prerequisite Knowledge and Skills:

The warm up activity as well as the first half of the lesson will focus on and use the notes of the E-flat major scale.  Students need to be familiar with the scale, and need to know that it has three flats (B, E, and A flats).  Their knowledge of this will be checked at the beginning of the lesson.  The students also need to be familiar with some musical and compositional elements, such as rhythm, round, and call and answer.  The students need to have a strong knowledge of the notes and fingerings of their individual parts in Pagodas, in order to focus on the theme and variation elements of the lesson. 

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Name: Petros Boyadzhyan

Spring 2009

LEARNING ACTIVITIES, ASSESSMENT, AND RESOURCES

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Name: Petros Boyadzhyan

Spring 2009

Sequence of Activities:

Students will be configured in the same manner as the lesson for Day 1, in a semi-circle formation around me.

The lesson will begin with a quick review of the previous lesson.  Students will be asked to recall the meaning of a pagoda and what makes up a major pentatonic scale.

The warm up will be an E-flat major scale in one octave.  This is the opening key of Pagodas.

After playing through the scale, I will pose a question to the students: "How can we vary or alter this scale, using your knowledge of musical elements and techniques?"  I expect students will respond with answers such as changing the rhythm, using dynamic contrasts, playing as a round, and using call and answer.  If the students do not come up with the musical techniques that I expect them to, I will assist them with it.

We will then play through the scale several times, using the different musical techniques in order to vary it each time.

After doing this activity, I will inform the students that what they just did with the E-flat major scale is the concept of theme and variation.

I will explain to the students that theme and variation is one form that music can be written in, and we will discuss the components of a theme and variation.  They will learn that other musical forms also exist, such as the sonata allegro form or the rondo form.  They can research other musical forms to give them a broader perspective of the ways music is constructed.

We will then listen to Paganini's Caprice #24 for violin, which is a theme and variation.  I will show the class a video of the violin master Jascha Heifetz playing the same caprice.  We will then watch a modern violinist's, Hilary Hahn's, interpretation of the caprice.

Keeping with the concept of theme and variation, the lesson will proceed to the piece Pagodas.  I will explain to the students that this piece is written in theme and variation form.  We will listen to an audio of this piece that I found from jwpepper.com

We will play the theme that is introduced in measure 8.  The theme is first played by the first violins and is later passed on to the other sections of the orchestra through the several variations.

After playing, listening, and identifying the theme, we will move on to Variation I.

The students will play through the variation.  They will then be asked if they can identify how the composer has varied the theme in this variation. If the students are not able to get the answer right away, the violas and celli will play their parts and we will hear that they are playing the theme as a round.  The students will also notice that the key has also changed to F Major.

We will then play variation II.  We will discuss that this variation has put the theme as a call and answer between the first and second violins.  The key has changed again and we are now in G major.

Next, variation III will be discussed.  The meter alternates between 6/8 and 3/4 from measure to measure.  I will explain that the 1/8th note pulse stays the same but the grouping of the notes is different.  In order to ensure proper execution of this concept, the class will clap and count the rhythm that is played by the second violins and

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Name: Petros Boyadzhyan

Spring 2009violas.  The students will clap stronger on the accented notes to emphasis the strong beats.  We will notice that the key is A minor now.  We will then play the variation.  the students will notice that the theme is not as clearly heard as in the other variations. 

Before the final variation, the main theme is introduced again by its self, played by solo violin.  I will have the concertmaster play this for the class.  The students will learn that sometimes composers re-introduce the theme right before a variation in order to ensure that the audience still remembers it.  The students will see that the key has changed to B-flat major, and we will then play this march-like variation that is written in 6/8 time.

The class will conclude by learning about the history of variations. I will use this article as a resource in order to discuss the history with the class.

 

Differentiated Instruction:

I will put a lot of visuals on the board.  These will include key signatures, meters, and other related symbols that will assist the English learners in the class with visualizing the concepts that are being taught.  The four learning modalities will be used during this lesson.  The auditory learners will benefit from constant listening and discussing that will take place during the lesson.  The visuals I provide on the white board, as well as the conducting gestures that I make will allow visual learners to meet the standards that will be addressed.  Tactual and kinesthetic learners will benefit by playing their instruments and by clapping and counting activities throughout the lesson. 

Monitoring and Assessing Learning:

Throughout the lesson, I will watch and listen to the students carefully in order to assess their understanding of the concepts.  Instead of giving them the answers, I will pose questions and will require that the students think critically and come up with the answers on their own.  At the end of the lesson, I will use a 'quick write' assessment tool.  The students will receive a sheet of paper on which they will be instructed to write down all of the concepts and ideas that were discussed in class during the lesson.  The students will have five minutes to complete this task.  I will be looking for cohesive sentences, proper spelling, and use of grammar.  This assessment will allow me to further analyze the English proficiency of the students, as well as determine their understanding of the material covered in the lesson. 

Rubrics (if applicable):

This rubric will be used as a guide to assess the students' understanding of the concepts of the lesson.  English language proficiency and the writing skills of the students will be focused on.  I will also use this rubric to assess the participation of the students during the activities of the lesson.

Rubrics 1. Theme and Variations Lesson

 

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Name: Petros Boyadzhyan

Spring 2009

Resources and Materials:

The white board will be used to write the agenda, to put up different key signatures, rhythms, and the key changes througout Pagodas.  I will use my score to teach from and the students will be reading off of their music that will be on their music stands.  The students will perform on their instruments.  A quick-write form (attached) will be used to assess student learning during the lesson.   Attachments

1. Quick-Write Response form  

REFLECTION

Reflection: The E-flat major scale was performed successfully at the beginning of the lesson.  The students showed their understanding of the scale by giving the correct key signature for me to write on the board.  All of the students demonstrated competency of the scale because I heard them play all of the correct notes.  This was effective because the students had learned and studied the scale a few weeks ago.  The students also effectively came up with ways a certain melody could be altered.  Their responses included rhythmic change, tempo change, and the use of different articulations.  The students were able to come up with these responses because they had been exposed to these different ways of altering a melody in previous lessons.  The students correctly identified the key signatures of the different variations, based on their previous study of key signatures through scales.  

The students were not able to immediately detect that the first and second variations involved a round and a call and response.  This portion of the lesson was not as effective at first because rounds and call and responses had were not reinforced enough in previous lessons or during the warm up of this lesson.  After discussing these variations and after I described and got the students to really focus in to what the composer was doing in those variations, the students were able to discern the different compositional techniques that were being used.  Before having the students come up with their own theme and variations during the next lesson, I will first review the concepts learned during this lesson. Looking at the student responses on the quick-write activity, I saw that some common musical vocabulary terms were misspelled. Also, several students, both English learners and proficient speakers, made grammatical errors in their writing. I had not gone through spelling of vocabulary words with the students, and this could be the cause why some students had difficulties. The quick-write assignment will be discussed with the students during the next lesson.

Third-Party Lesson Plans

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Name: Petros Boyadzhyan

Spring 2009

1. DynamicsAuthor: Deanna Putnamhttp://www.lessonplanspage.com/MusicDynamicsInMusicPerformance612.htm

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Name: Petros Boyadzhyan

Spring 2009

2. Composing Rhythm ChartsAuthor: Suzanne Geerhttp://www.lessonplanspage.com/MusicComposingRhythm58.htm

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