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** Careers in Music Pre-Test **


 * -Please rate the following questions on a scale of 1 to 5, 1 being a great dislike of the subject and 5 being a great love of the subject: **

1.) Circle the number below that best reflects your response to music in general

1 2 3 4 5

2.) Circle the number that best reflects your response to music class

1 2 3 4 5

3.) Circle the number that best reflects your response to playing an instrument

1 2 3 4 5

4.) Circle the number that best reflects your response to singing

1 2 3 4 5

5.) Circle the number that best reflects your response to writing music

1 2 3 4 5

6.) How much time do you spend outside of school listening to music? Explain

7.) Have you attended a concert in the past year outside of school? Explain.

8.) Have you purchased a recording (CD or internet download) in the past year? Explain

9.) Have you bought or borrowed a book or article about music in the last year? Explain

10.) Do you play an instrument outside of school? List and explain

11.) Do you take music lessons outside of school? Explain

12.) Do you have family members who play an instrument? Explain

13.) Do you wish to study music further in middle school and high school? If so, in what capacity? (theory, history, choir, band)

14.) Do you want to study music in college? Explain

15.) If you went to college for music, what are three examples of jobs you could get when you graduated?

1.

2.

3.

16.) Can you name two colleges you could attend to study music?

1.

2.

17.) Do you feel there are careers in music that make a lot of money? Explain

18.) Do you know anyone who has a career in the music? List and give job titles

19.) Please list as many music careers/jobs that you can think of

1 Hour to prepare 40 minutes in class**
 * Week of 1/4/10 - 1/8/10

__- Due to a shortened work week because of weather I was only able to administer this pre-test to one class. After reviewing the results I decided that several changes needed to me made in order to produce more accurate results. As such, I revised the test as follows:

** Careers in Music Pre-Test **


 * -Please rate the following questions on a scale of 1 to 5, 1 being a great dislike of the subject and 5 being a great love of the subject: **

1.) How well do you like music?

1 2 3 4 5

2.) How well do you like music class?

1 2 3 4 5

3.) Would you like to play an instrument if you do not already?

1 2 3 4 5

4.) Do you like to sing?

1 2 3 4 5

5.) How well to you like art?

1 2 3 4 5

6.) How well do you like art class?

1 2 3 4 5

7.) Do you like to draw or create works of art including electronic works of art?

1 2 3 4 5

8.) How much time do you spend outside of school listening to music? Minutes? Hours?

9.) Do ever spend time drawing or creating works of art outside of school? How often?

10.) Have you attended a concert in the past year? What? Where?

11.) Have you attended an art exhibit or museum in the past year? What? Where?

12.) Have you or your parents purchased a CD or internet download in the past year? What?

13.) Have you or your parents purchased a piece of art or picture in the past year? What?

14.) Have you bought or borrowed a book or article about music in the past year? What?

15.) Have you bought or borrowed a book or article about art in the past year? What?

16.) Do you play any instruments? If so which one(s) and for how long?

17.) Do you take instrument or voice lessons outside of school? If so, what and how often?

18.) Do you have family members who play an instrument? What do they play?

19.) Do you wish to study music further in middle school and high school? If so, what classes would you take? Band? Choir? Music History?

20.) Do you wish to study art further in the middle school and high school? If so, what classes would you take? Art Class, Art History, Design?

21.) Do you want to study music in college?

22.) Do you want to study art in college?

23.) If you went to college for music, what are two examples of jobs you could get when you graduated? 1.

2.

24.) If you went to college for art, what are two examples of jobs you could get when you graduated?

1.

2.

25.) Name two colleges you could attend to study music. 1.

2.

26.) Name two colleges you could attend to study art.

1.

2.

27.) Do you feel there are careers in music that make a lot of money? What are they?

28.) Do you feel there are careers in art that make a lot of money? What are they?

29.) Do you know anyone who has a career in the music or art? Who are they? What do they do?

30.) Please circle all of the jobs below that you believe are music/art related.

Automobile Designer Painter Cartoonist Jeweler Sculptor Fashion Designer Graphic Designer Landscape Architect Choreographer Dancer Theater Director Costume Designer Broadcast Journalist Talent Agent Composer Conductor Audio Technician Singer Musician Teacher Organist Film Director Actor Music Therapist Illustrator Book Designer Fabric Designer Floral Designer Interior Designer Makeup Artist Camera Operator Instrument Repair Producer Salesman

30 minutes in revision 3 hours, 20 minutes in class**__
 * Week of 1/11/10 - 1/15/10

Yellow CIG Journal Entry **Week of 1/18-1/22**

I spent this week teaching the first lesson in the unit on careers in the arts. I focused entirely on careers and jobs available in the field of music. I went to the MENC website and printed the page that listed possible careers which I then assembled into packets. I then found several youtube clips that discussed music careers from those who held jobs in the music business including one from the president of Berklee School of Music talking about why someone should pursue a career in music. At the beginning of the class I asked my students to list all the jobs they could think of that are music related. Our list usually had between 5 and 8 jobs including teacher, conductor, rock and roll band, and vocalist. I then passed out the packets and went through each listing (some more so than others). Each job was listed in a specific category (music education, healthcare, sound production, etc.) and we discussed which jobs/careers required a degree in music and which ones did not. The students seemed surprised by the vast number of jobs available and were most interested in sound production and technology jobs. Throughout the class I played the youtube clips that aligned with the jobs we were discussing and I concluded with the clip from Roger H. Brown, president of Berklee. Overall, most of my students showed an interest in the lesson. They actively participated in the lesson and asked lots of questions. Next week the lesson will focus on careers in visual arts.

Fifth/Fourth Grade

Week of 1/18-1/22

Careers in Music Unit, Lesson 2

Materials: Arts Careers Information Sheets

Objectives: 1.) Students will identify career opportunities in music 2.) Students will identify educational requirements to pursue a career in the arts

Procedure: 1.) Teacher will ask students to identify careers they think are part of music 2.) Teacher will list all ideas on the board 3.) Teacher will talk about each career and its relevance to music 4.) Teacher will hand out a sheet containing a list of careers in music 5.) Teacher will discuss careers 6.) Teacher will play youtube clips that correspond to careers being discussed

9.1.3. A, B, C, I

Lesson Plan Writing: 10 minutes Journal Entry: 10 minutes**
 * Classroom Teaching: 4 hours

__ Yellow CIG Journal Entry

Week of 1/25-1/29 I spent the second week of the unit talking about careers in the field of visual arts. I presented a packet to each student containing job titles, job descriptions, skills, knowledge, and wages. I also showed several youtube clips about graphic design and photography. The students were very interested in this lesson, for the most part. I think the clips I showed them had something to do with that, but they remained engaged for the duration of the period. We talked briefly about each job of which there were nine, including artist, sculptor, industrial designer, and graphic designer. Overall, this lesson went much like the first. Students were surprised by the number of jobs available in the field of visual arts. Next week I will assign careers for the students to research.

Fifth Grade Week of 1/25-1/29

Careers in Music Unit, Lesson 2

Materials: Arts Careers Information Sheets Objectives: 1.) Students will identify career opportunities in art 2.) Students will identify educational requirements to pursue a career in the arts Procedure: 1.) Teacher will ask students to identify careers they think are part of visual art 2.) Teacher will list all ideas on the board 3.) Teacher will talk about each career and its relevance to visual art 4.) Teacher will hand out a sheet containing a list of careers in visual art 5.) Teacher will discuss careers 6.) Teacher will play relevant youtube clips

9.1.3. A, B, C, I

Lesson Plan Writing: 10 minutes Journal Entry: 10 minutes**
 * Classroom Teaching: 4 hours

Week of 2/15-2/19

Things have been really crazy with the weather lately. Two weeks out of class has put a bit of a strain on trying to complete this project in a timely fashion. I have had to adjust some of my expectations in order to finish on time This week I paired all of the students in the class and assigned a career of interest to each. I then gave them a career task sheet and a packet with information pertaining to their career. I asked each group to read the packet together and to decide which elements were consistent with a person working for a Broadway production. For example, a group with the job title “Director” would not need to concern themselves with elements of film directing. I then asked that they fill out the sheet as thoroughly as they could. Upon completion I reviewed their work with them. Because most students were able to pick a career that interested them the students seemed to enjoy the research. I did have to guide them a bit but they were able to gather the necessary information.

Fifth Grade Week of 2/15-2/19 Careers in Music Unit, Lesson Materials: Career Research Sheets Objectives: 1.) Students will research careers in visual arts/music 2.) Students will prepare an arts career presentation Procedure: 1.) Teacher will pair students up and will assign a job (i.e. director, sound technician, set designer) to each pairing 2.) Teacher will hand out the career research sheet which outlines the information that the students will need to find 3.) Teacher will provide research materials and computer time to each pair 4.) Teacher will supervise

9.1.5. A, B, C

Lesson Plan Writing: 10 minutes Journal Entry: 10 minutes**
 * Classroom Teaching: 4 hours

Week of 2/22-2/26

This week was basically a continuation of last week. Students were given the opportunity to meet with their partners and finish the career task sheet. After they had done so they were instructed to use the sheet to write a radio interview. One student would play the part of the interviewer and one the part of the career holder. I gave a basic format for how questions should be asked and answered but I tried to give students as much freedom as possible. I hope to get these interviews written and recorded on audacity in the next week.

Fifth Grade Week of 2/22-2/26 Careers in Music Unit, Lesson 3

Materials: Career Research Sheets Objectives: 1.) Students will research careers in visual arts/music 2.) Students will prepare an arts career presentation Procedure: 1.) Teacher will pair students up and will assign a job (i.e. director, sound technician, set designer) to each pairing 2.) Teacher will hand out the career research sheet which outlines the information that the students will need to find 3.) Teacher will provide research materials and computer time to each pair 4.) Teacher will supervise 9.1.5. A, B, C

Lesson Plan Writing: 10 minutes Journal Entry: 10 minutes**
 * Classroom Teaching: 4 hours

Week of 3/1-3/5

Throughout the week I gave my students time to write and rehearse their radio interviews. As they were doing so I met with each group, listened to what they had written, made suggestions, and snapped some photos. There was a mix of emotion in the classes. Most students really enjoyed the writing process and especially enjoyed rehearsing the interviews. Others were not quite as thrilled with the process. I gave students a mini mic which they thought made for very authentic experience. By the end of class groups had completed their interviews and were ready to make the final recording.

Journal Entry: 10 minutes**
 * Classroom Teaching: 4 hours

Week of 3/8-3/12

This week we spent the entire class period recording the radio interviews on audacity. Students sat in front of the computer screen with the mic positioned between them. Each student pairing was given two opportunities to record and then they selected the best one. After class had concluded I went back through the recordings and put some effects on the tracks like amplification and noise removal. I then imported them into my itunes as mp3's. I am now in the process of compiling the interviews, pictures, and other data to use in our final group project. I plan on having several of my students give a video interview on what they have learned about careers in the arts.

Journal Entry: 10 minutes Audio/Visual Work: 30 minutes
 * Classroom Teaching: 4 hours

Reflection media type="file" key="Reflection.mp3" width="240" height="20"

Alexis and Noah media type="file" key="Alexis and Noah.mp3" width="240" height="20"

McKayla and Lindsay media type="file" key="Mckayla and Lindsey.mp3" width="240" height="20"

Patrick and Daniel** media type="file" key="Patrick and Daniel.mp3" width="240" height="20"

Throughout the unit of study I witnessed significant evidence to suggest that my students had a genuine interest in music and arts based actvities, and learning about careers in those fields. I did not, however, gather sufficient evidence to either prove or disprove the hypothesis set forth by the Yellow CIG. My findings suggest that student knowledge has increased my means of post test results, but I do not believe that I can accurately gauge increases in student motivation without more time. More time to observe student behavior, and more time to teach the unit. I was only able to meet with students six times (or less), and only once a week, which proved inadequate and unreliable when measuring results. I believe students in this region are deprived of arts based education and the only real answer is more instructional time.
 * Conclusion **