Aidan Dixon - Unit of Study

Unit of Study – Rhythm Unit
Jackson Heights Middle School – Mr. Williamson

Percussion Ensemble (Period 5)
Jan. 30th – Mar. 3rd
Aidan Dixon
EDUC 429 - Spring 2023
Mr. Uppercue (Supervisor)
Description Student Population:
Grade Level:
- 6th – 8th Grade
Age:
- 11 – 13 years old
Gender:
- 4 Females/11 Males
Race:
- White/Non-Hispanic: 11
- Hispanic/Latino: 2
- Black or African American: 0
- Asian or Pacific Islander: 1
- Two or More Races: 3
Estimate of Playing Ability:
- This class was broken into two groups based off their playing ability. The
beginner students (6th graders and one 8th grader) have never been in
percussion or band class before so they will be in Group A. The returning
students (7th and 8th graders) have been put into the next group which is
Group B and have a much higher playing ability. Both groups will be
learning a Rhythm Unit, but their respective Rhythm Unit will be chosen
based off their current playing ability.
Students with Special Needs:
- We have one student (labeled Student A7 in GraphMaker Appendices) who
is on the autism spectrum. There are times where this student needs extra
time to understand a concept, but most of the time he is very well prepared
and learns quickly with the proper guidance.
Rationale:
This Unit was chosen for the Percussion Ensemble class so that they can
increase their ability to sight-read and play a large variety of rhythms The goal is
have them create a process of how to approach rhythms that may seem “scary” or
difficult. With the proper practice and routine, they will be able to transfer this
information to other pieces that they play in large ensembles (either in band or in
percussion ensemble) to a point where any unknown rhythm given to them in the
future can be playable. This is not a process that can be done during one Unit of
Study, this is a concept that must be learned through practice over their musical
careers. Again, the purpose of this Unit is to help make that process easier as they
continue in music. The standards used to do so in this Unit of Study are below:
- MU.68.S.2.2
o Transfer performance techniques from familiar to unfamiliar pieces.
o “Can you say the rhythm?”
- MU.68.S.3.2
o Demonstrate proper vocal and instrumental technique.
o “Can you play the rhythm?”
- MU.68.S.3.3
o Sight-read standard exercises and simple repertoire.
o “Can you play the rhythm in time with the metronome from 80 –
110 bpm?”
Standards, Goals, & Objectives:
Unit Title: Rhythm Unit
Unit Topic: Rhythm Unit 9 and 10 – Rhythmic Accuracy
Standards
Unit Goals Objectives
(code & full text)
The goals of this Unit are to - Students will be able MU.68.S.2.2
give a process to the to vocalize and play - Transfer performance
percussionists that they can the written rhythms techniques from
use to learn rhythms that they simultaneously at any familiar to unfamiliar
will see that may seem given tempo with pieces.
“scary” or unknown. Through 100% rhythmic - “Can you say the
this process they will be able accuracy. rhythm?”
to play more complex - Students will also
rhythms than before when write the correct
sight-reading music in counts for the entire
ensembles or solo work. page of the unit
(This is a learning process assigned to them.
that is done continuously
throughout their musical - Students will MU.68.S.3.2
careers.) demonstrate - Demonstrate proper
appropriate technique vocal and instrumental
100% of the time. technique.
- “Can you play the
rhythm?”
- Students will be able MU.68.S.3.3

to play any line of the - Sight-read standard
assigned rhythm unit exercises and simple
at 80 bpm (beats per repertoire.
minute) with 90% - “Can you play the
rhythmic accuracy. rhythm in time with
- Students will be able the metronome from
to play any line of the 80 – 110 bpm?”
assigned rhythm unit
at 110 bpm with
100% rhythmic
accuracy.
- From 80 bpm,
students will be able
to play the lines at
increased tempos
(from 80 to 110 bpm)
with 90% rhythmic
accuracy (until the
post-assessment
which will be 100% at
110 bpm).
Planning for Instruction:

The diagnostic data observed from this class outside of their fundamental
technique was that they are still very deficient at counting unknown rhythms, but
even more so how to find out the correct rhythm. With the rationale of this Unit in
mind, the initial data was a substantial indicator of what the students can do when
unknown or “scary” rhythms arise. The main observation was that the students
either stop playing or stop saying the rhythm, there were times when it was both. If
the rhythm picked/assigned was anything more than the first two lines on the page
there were also scenarios where the students couldn’t play with the metronome.
This is the data that prompted my selection of this as my Unit of Study.
The relevant information about this group is below:
Class: Percussion Ensemble
# of students: 15 students
 7 beginners (six 6th graders and one 8th grader)
 8 returners (all either 7th or 8th graders)
The format and rationale of the pre- and post-assessment can be found in the
Item Analysis of the ASSESSMENT STRATEGIES and DATA
COLLECTION portion of this Unit of Study.
BELOW ARE ALL LESSON PLANS CREATED AND USED FOR THIS
UNIT OF STUDY.
Name: Aidan Dixon Date: 1/30/2023 Period: 5
Ensemble or Class: Lesson Topic:

Percussion Ensemble Unit 9 and 10 – Unit of Study (Pre-Test Day)
Standards: (CCSS/NGSSS)
MU.68.S.2.2 - Transfer performance techniques from familiar to unfamiliar pieces.
MU.68.S.3.2 – Demonstrate proper vocal or instrumental technique.
MU.68.S.3.3 – Sight-read standard exercises and simple repertoire.
MU.68.S.3.4 - Compare written notation to aural examples and analyze for accuracy of rhythm and pitch.
Long Term Goal:

Warm-Ups – create a routine practice regiment that instills proper technique and active listening skills within the ensemble.
Rhythm Unit – Practice simple and complex rhythms piece by piece so that they can practice different rhythmic figures in
different time signatures. This will increase their rhythmic sight-reading ability.
Instructional objectives(s):
 Students will demonstrate appropriate technique 100% of the time.
 Students will be able to play any line of the assigned rhythm unit at 80 bpm (beats per minute) with 90% rhythmic
accuracy.
 Students will be able to play any line of the assigned rhythm unit at 110 bpm with 100% rhythmic accuracy.
 From 80 bpm, students will be able to play the lines at increased tempos (from 80 to 110 bpm) with 90% rhythmic
accuracy (until the post-assessment which will be 100% at 110 bpm).
 Students will be able to vocalize and play the written rhythms simultaneously at any given tempo with 100%
rhythmic accuracy.
 Students will also write the correct counts for the entire page of the unit assigned to them.
Key Vocabulary Instructional Materials/Resources/Technology:
Rhythm Unit Recordings

Sight-reading Rhythm Unit (Inside Band Books)
Fulcrum Snare Pads and Stands
Syncopation
Strokes and Rolls
Critical Thinking: Lesson Structure:

Why do we practice sight reading rhythms and how does it Students get ready for class
help us in the long run? Attendance
How do show expression on a non-pitched instrument? Announcements
How do you bring that expression in a band rehearsal
setting?
Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures:
2 min. Get set up for class…
30 sec. Attendance
2 min. Announcements
Warm – Up Exercises
3 min. - 8 and 8’s How is their technique? Recall prior
3 min. - Strokes knowledge. Using myself as an example,
3 min. - Timing and Technique Exercise have the students tell me what I am
doing wrong and what I can do to fix it.
Split into Group A and B
3 min. - Group A (Beginners) will go into the room and work on
snare/mallet solos
- Group B (Returners) will do the Pre-Test
Pre-Test
25 min. - Each student will look through the entire page and scan This is an Assessment in itself, it’s a
for any unknown or “scary” rhythms. They will be diagnostic assessment on the
instructed to only write in the rhythms that they don’t knowledge that they already have. The
know or understand. procedures and assessment break down
- Each student will play their assigned line from the Unit is in my Unit of Study Proposal.
(10 min.) Solo & Ensemble (if time permits)

- Mallet Solo Practice
Post Rehearsal or Lesson Reflections
Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire
or activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s
lesson/rehearsal?
Nothing was omitted today during the lesson. We were able to get everything done within the allotted class time nor did
any of the assessment data hinder us from moving on during our lesson.
Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.
Being that today was the first day of the assessment I have a lot of adjustments that I will make tomorrow for the pre-test
for the returners. Most of it was pacing on the front end of the lesson, I only had a limited amount of time to do the pre-test
and that was because I spent a little too much time on the snare drum technique warm-ups.
Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.
Being that I am just starting with this class, I haven’t created much of a relationship with these students as much as other
classes so I’m not fully confident in giving classroom management direction yet. I can take of small things, but I am still
working being fully observant and aware across this ensemble.

Percussion Ensemble Unit 9 and 10 – Unit of Study (Pre-Test Day 2)
Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
2 min. Announcements
Split into Group A and B
3 min. - Group B (Returners) will go into the room and work on
snare/mallet solos
- Group A (Beginners) will do the Pre-Test
Pre-Test
25 min. - Each student will look through the entire page and scan This is an Assessment in itself, it’s a
for any unknown or “scary” rhythms. They will be diagnostic assessment on the
instructed to only write in the rhythms that they don’t knowledge that they already have. The
know or understand. procedures and assessment break down
- Each student will play their assigned line from the Unit is in my Unit of Study Proposal.
(10 min.) Solo & Ensemble (if time permits)

lesson/rehearsal?
There were no parts of the lesson that was omitted.
differently.
I would’ve set higher expectations in terms of what behavior should’ve been. Because I was the returning students, they
tend to get off task very quickly, especially during transition periods. I would’ve done something about this sooner or
should’ve been more observant and proactive towards finding a solution.

Percussion Ensemble Unit 9 and 10 – Unit of Study
Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
(1 min.) Announcements (only if there are any)
Group B (Returners) will go into the room and work on
snare/mallet solos
- Group A (Beginners) will do be out with me
Group A:
10 min. - Unit 9 Line 1,2,3
- Playing and saying the rhythm from 80 bpm to 100 bpm I have them play with me, then by
themselves, and then one at a time at
Group B: 100 bpm. This will prepare them for the
10 min. - Unit 10 Line 1,2 post-assessment which has them any of
- Playing and saying the rhythm from 80 bpm to 100 bpm the lines chosen randomly.
Solo & Ensemble (if time permits) (full class)

(10 min.) - Mallet Solo Practice
lesson/rehearsal?
There was a slight adjustment to what was done to focus on Solo and Ensemble work, took away about 2 minutes form
each group’s time. We were still able to get things done, but I will probably review some of these things next lesson before
going onto the next lines.
differently.
I wouldn’t do anything differently today, despite the solo stuff being worked up earlier into the lesson I was still able to get
to everything even with shorter time.
Because we were on a shorter schedule left less time during transitions for the students to get off task. I was on a tight-
schedule and utilized that to my advantage in the classroom. Even though we were short on time for the Unit we still got
stuff done. (I am still going to review tomorrow).

Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
Group B (Returners) will go into the room and work on
snare/mallet solos
- Group A (Beginners) will do be out with me
Group A:
10 min. - Unit 9 Line 1,2,3
Group B: 100 bpm. This will prepare them for the
10 min. - Unit 10 Line 1,2 post-assessment which has them any of

lesson/rehearsal?
There was a slight adjustment to what was done to focus on Solo and Ensemble work, took away about 2 minutes form
each group’s time. We were still able to get things done, but I will probably review some of these things next lesson before
going onto the next lines.
differently.
I wouldn’t do anything differently today, despite the solo stuff being worked up earlier into the lesson I was still able to get
to everything even with shorter time.
Because we were on a shorter schedule left less time during transitions for the students to get off task. I was on a tight-
schedule and utilized that to my advantage in the classroom. Even though we were short on time for the Unit we still got
stuff done. (I am still going to review tomorrow).

Solo and Ensemble Music
Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
Group A (Beginners)) will go into the room and work on Rhythm
Unit 9 with me
- Group B (Returners) will do be out working on Snare and
Mallet Solo
15 min. Group A:
- Unit 9 Reviewing Lines 1 – 4, move onto Lines 6 and 7 I have them play with me, then by
- Playing and saying the rhythm from 80 bpm to 110 bpm themselves, and then one at a time at
100 bpm. This will prepare them for the
15 min. Group B: post-assessment which has them any of
- Unit 10 Reviewing Lines 1 – 4, move onto Lines 6 and 7 the lines chosen randomly.
- Playing and saying the rhythm from 80 bpm to 110 bpm
(10 min.) Solo & Ensemble (if time permits) (full class)
lesson/rehearsal?
We skipped over warm-ups today and went straight into alternating between solo and ensemble work and Rhythm Unit
study.
differently.
I wouldn’t have done anything different today besides just being more confident in myself even though a switch was made. I
am usually pretty good about that, but a was little off my game. I got it together after like 2 minutes, but I super critical of
myself.
The lesson today was very productive besides the switch that got me a little shaky in my teaching at first. After that I was all
good to go and the students were still engaged regardless. We are on track, and they are showing noticeable progress in
the Unit.

Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
Group B will go into the room and work on Rhythm Unit 10 with
me
- Group A will do be out working on Snare and Mallet Solo
Group B:
15 min. - Unit 10 Reviewing Lines 1 – 4, solidifying Lines 6 and 7
Group A: 100 bpm. This will prepare them for the
15 min. - Unit 9 Reviewing Lines 1 – 4, solidifying Lines 6 and 7 post-assessment which has them any of

lesson/rehearsal?
There were no parts of the lesson that was omitted.
differently.
I would’ve set higher expectations in terms of what behavior should’ve been. Because I was the returning students, they
tend to get off task very quickly, especially during transition periods. I would’ve done something about this sooner or
should’ve been more observant and proactive towards finding a solution.

Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
o Line 1 doing wrong and what I can do to fix it.
o Line 2
Group A will go into the room and work on Rhythm Unit 10 with
me
- Group B will do be out working on Snare and Mallet
Solos
I have them play with me, then by
15 min. Group A: themselves, and then one at a time at
- Unit 9 Reviewing Lines 1 – 5, solidifying Lines 6 and 7 100 bpm. This will prepare them for the
- Playing and saying the rhythm from 80 bpm to 110 bpm post-assessment which has them any of
the lines chosen randomly.
15 min. Group B:
- Unit 10 Reviewing Lines 1 – 5, solidifying Lines 6 and 7
30 min. Solo & Ensemble (if time permits) (full class)

lesson/rehearsal?
This was a productive and smooth day; nothing was nothing was omitted.
differently.
There is nothing today I would’ve done differently besides better proactivity towards behavior management.
Today went very well, I was giving clear and concise instruction throughout the class period and was able to get everything
done.

Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
Group B will go into the room and work on Rhythm Unit 10 with
me
- Group A will do be out working on Snare and Mallet Solo
Group B:
15 min. - Unit 10 Reviewing Lines 1 – 6, solidifying Line 7
Group A: 100 bpm. This will prepare them for the
15 min. - Unit 9 Reviewing Lines 1 – 6, solidifying Line 7 post-assessment which has them any of

lesson/rehearsal?
We skipped over warm-ups today and went straight into alternating between solo and ensemble work and Rhythm Unit
study.
differently.
I wouldn’t have done anything different today besides just being more confident in myself even though a switch was made.
The lesson today was very productive besides the switch that got me a little shaky in my teaching at first. After that I was all
good to go and the students were still engaged regardless. We are on track, and they are showing noticeable progress in
the Unit.

Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
15 min. Group A:
- Unit 9, Lines 7 and 8
15 min. Group B:
- Unit 10, Lines 7 and 8
(10 min.) Solo & Ensemble (if time permits) (full class) 100 bpm. This will prepare them for the
- Mallet Solo Practice post-assessment which has them any of
the lines chosen randomly.
lesson/rehearsal?
Nothing was omitted form the lesson, but instead of snare drum warm-ups we did some warm-ups on mallet instruments.
differently.
I wouldn’t have done anything differently, I took the appropriate time on the newer lines because of their higher difficulty,
and this went very well. That extra time is necessary on things like this so that they get as much time as they can to learn
the concepts and internalize it.
done.

Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
15 min. Green Scales
- F Maj., C Maj., Bb Maj., G Maj. How is their technique? Recall prior
- Root to 5th knowledge. Using myself as an example,
- Root to 9th have the students tell me what I am
- Green Scale doing wrong and what I can do to fix it.
15 min. Group A:
- Unit 9, Full Review Line by Line
15 min. Group B:
- Unit 10, Full Review Line by Line I have them play with me, then by
- Playing and saying the rhythm from 80 bpm to 110 bpm themselves, and then one at a time at
(10 min.) Solo & Ensemble (if time permits) (full class) post-assessment which has them any of
- Mallet Solo Practice the lines chosen randomly.
lesson/rehearsal?
Nothing was omitted today, and we were able to get through everything. I went over with the Green Scales for about two
minutes and that took time from the first Group, but that didn’t make much of a difference in my teaching.
differently.
I would’ve done it the same besides just watching my time a little bit more than usual. The Green Scales can take a lot of
time if you aren’t paying attention.
done.

Percussion Ensemble Green Scales
Unit 9 and 10 – Unit of Study
Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
Lesson/Rehearsal Procedures: How is their technique? Recall prior

Warm – Up Exercises knowledge. Using myself as an example,
3 min. - 8 and 8’s have the students tell me what I am
3 min. - Strokes doing wrong and what I can do to fix it.
3 min. - Timing and Technique Exercise
25 min. Green Scales The Green Scales are there for the
- F Maj., C Maj., Bb Maj., G Maj. students to learn different majors’ skill
- Add Ab Scale in repeating and varied patterns. I go
- Root to 5th down the line after each scale to review
- Root to 9th and assess, specific related feedback is
- Green Scale always provided. We assess them on
proper technique, rhythmic precision,
25 min. Group A: and note accuracy.
- Unit 9
- Playing and saying the rhythm at 110 - 120 bpm I have them play with me, then by
25 min. Group B: 100 bpm. This will prepare them for the
- Unit 10 post-assessment which has them any of
- Playing and saying the rhythm at 110 – 120 bpm the lines chosen randomly.
(10 min.) Solo & Ensemble (if time permits) (full class)
lesson/rehearsal?
Nothing was omitted from the lesson today; we were able to do everything and it went very smoothly and basically ran
itself.
differently.
I would’ve gotten rid of the snare warm-ups in the beginning of the lesson. There were still some things I wanted to work on
with the Green Scales and I could’ve gotten the time to do so from the snare warm-ups instead.
Today was great, I was doing well with pacing and behavior management and the relationship I have created with the
students has truly paid off these past couple of weeks.

Long Term Goal:

accuracy.
rhythmic accuracy.

Syncopation
Strokes and Rolls

setting?
Pacing: Assessment:
30 sec. Attendance
15 min. Group B:
- Unit 10, Full Review Full Page Checking that they have the correct
- Fixing errors and going down the line rhythms written in above each measure
- Playing and saying the rhythm at 110 bpm so that they know what to be saying.
15 min. Group A:
- Unit 9, Full Review Full Page
- Fixing errors and going down the line I have them play with me, then by
- Playing and saying the rhythm at 110 bpm themselves, and then one at a time at
(10 min.) Solo & Ensemble (if time permits) (full class) post-assessment which has them any of
- Mallet Solo Practice the lines chosen randomly.
lesson/rehearsal?
We skipped the snare warm-ups today and went straight into our rhythm unit groups, this was so the students could get
some time in class to play their solo pieces in class for each other and Mr. Williamson. It will still be on my lesson plan for
the next day, but there is a chance it might not happen only because there is now a focus on Solo and Ensemble
preparation.
differently.
I would reteach nothing about today’s lesson.

The lesson went well, and I was able to get through the whole page of rhythms with each group, we were able to clear up
any questions and review as much as we can to prepare for the post-assessment of the Rhythm Unit. Behavior hasn’t
changed much in this class, but should something come up (and usually it does), I am able to address it and correct it
efficiently and effectively.

Percussion Ensemble Green Scales – Ab Major/D Major
Rehearse Music/Rhythm Unit
Long Term Goal:

Rehearse Music – This is rehearsal time for their MPA performance. The pieces have been decided, so now we are utilizing
our full time to rehearse and get things done. The students in the percussion ensemble class rehearse separately from the
other band students until after school rehearsals later.
accuracy.
rhythmic accuracy.

Syncopation Malleted Instruments
Strokes and Rolls

How do you bring that expression in a band rehearsal Green Scales – Ab
setting? Rehearse Music
Pacing: Assessment:
30 sec. Attendance
- Ab Maj. (first review/down the line) How is their technique? Recall prior
- D Maj. knowledge. Using myself as an example,
- How to Play: have the students tell me what I am
o Root to 5th doing wrong and what I can do to fix it.
o Root to 9th
o Green Scale
35 min. Rehearse Music/Rhythm Unit

- The beginners and returners have different music for
their concert/MPA. While Mr. Williamson works with one
group on their concert music, I will work with the others
on their Rhythm Unit of Study.
- Unit 9 and 10, Full Review Full Page Checking that they have the correct
o Fixing errors and going down the line rhythms written in above each measure
o Playing and saying the rhythm at 110 bpm so that they know what to be saying.

lesson/rehearsal?
Nothing was omitted from this lesson today and we were able to get through everything.
differently.
I would’ve been more attentive to my time management with the first group that I took into the room. I didn’t divide my
time easily like I usually do, so I wasn’t super on top of it and because of that the next group got less time. I will make sure
to do that right the next time.
Going through the scales was good and I was much better at watching my time in that part of the lesson than usual. On the
other hand, I wasn’t watching my time with the Rhythm Unit in the first group. Behavior hasn’t changed much in this class,
but should something come up (and usually it does), I am able to address it and correct it efficiently and effectively.

Percussion Ensemble Green Scales – D Major/A Major/Scale Review
Rehearse Music/Rhythm Unit (Post-Test Day 1)
Long Term Goal:

accuracy.
rhythmic accuracy.

Strokes and Rolls

How do you bring that expression in a band rehearsal Green Scales – D/A/Review
Pacing: Assessment:
30 sec. Attendance
- D Maj. (first review/down the line) How is their technique? Recall prior
- A Maj. knowledge. Using myself as an example,
- Review Others have the students tell me what I am
- How to Play: doing wrong and what I can do to fix it.
o Root to 5th
o Root to 9th
o Green Scale

(Post-Test Instruction)
- Student’s will have 2 minutes to review their entire
Rhythm Units, they will be instructed to check for any
rhythms that trip them up and make sure that they have
the correct rhythms written on their Unit.
- Student’s will randomly select a line from the 8 available
by picking lots. (Once two of the same line are chosen it
will be taken out of the pot.) They will then play the line
assigned to them at 110 bpm in time with the
metronome while saying the correct rhythms.
lesson/rehearsal?
Nothing was taken from the lesson plan today; we were able to get everything done (especially the post-test) with than
enough time.
differently.
There was nothing that I would’ve done differently today.
With the extended time on the scales, I was able to use that time to fixe specific issues in each scale and see if anyone
needed any help. This was also the day that I am starting a more consistent study of scales in class as well. (The goal is for
them to be able to play all 12 major scales, at this point they have 9 out of the 12.) I have set the expectation and have put
in certain procedures to make sure while they are playing mallet instruments that they don’t get off task and it has helped
with classroom management enough, but not as much as I would like. Before it was about 5-6 times, I would have to
correct that behavior, now it is down to about 2 times.

Percussion Ensemble Green Scales – A Maj./E Maj.
Rehearse Music/Rhythm Unit (Post-Test Day 2)
Long Term Goal:

accuracy.
rhythmic accuracy.

Strokes and Rolls

How do you bring that expression in a band rehearsal Green Scales – A/E
Pacing: Assessment:
30 sec. Attendance
- A Maj. (first review/down the line) How is their technique? Recall prior
- E Maj. knowledge. Using myself as an example,
- How to Play: have the students tell me what I am
o Root to 5th doing wrong and what I can do to fix it.
o Root to 9th
o Green Scale

(Post-Test Instruction)
- Student’s will have 2 minutes to review their entire
Rhythm Units, they will be instructed to check for any
rhythms that trip them up and make sure that they have
the correct rhythms written on their Unit.
- Student’s will randomly select a line from the 8 available
by picking lots. (Once two of the same line are chosen it
will be taken out of the pot.) They will then play the line
assigned to them at 110 bpm in time with the
metronome while saying the correct rhythms.
lesson/rehearsal?
Nothing was taken from the lesson plan today; we were able to get everything done (especially the post-test) with than
enough time.
differently.
There was nothing that I would’ve done differently today.
With the extended time on the scales, I was able to use that time to fixe specific issues in each scale and see if anyone
needed any help. This was also the day that I am starting a more consistent study of scales in class as well. (The goal is for
them to be able to play all 12 major scales, at this point they have 9 out of the 12.) I have set the expectation and have put
in certain procedures to make sure while they are playing mallet instruments that they don’t get off task and it has helped
with classroom management enough, but not as much as I would like. Before it was about 5-6 times, I would have to
correct that behavior, now it is down to about 2 times.
This was also the last day of the Unit of Study for this class. There was much marked improvement from each student.
During the assessment only one point was taken off for one student in each group, the rest was perfect scores. Even if there
was a mistake made, the student in each group was able to explain what happened and how they could’ve fixed it.
Planning for Instruction (cont.):

Lesson Objective during this Learning
Type of Learning Experience
Number Experience
1 Pre-test Day 1
2 Pre-test Day2
3 Lines 1 – 3
4 Lines 1 – 3, add 4
6 Lines 1 – 5
7 Small group Lines 1 – 5, add 6
8 Sectional Lines 1 – 5, solidify 6
9 Problem solving Lines 1 – 6, add 7
10 Lines 1 – 7, solidify 7
11 Lines 1 – 7, add 8
12 Full Page Review, solidify 8
13 Full Page Review
14 Post-test Day 1
15 Post-test Day 2
Motivational Introductory Lesson
During this lesson I am explaining to them my rationale. Not only why I am
doing this lesson with them, but why this is important for them to learn. This got
them motivated during our lesson, it was a moment that got them excited about
what there was to come with being a percussionist. This didn’t keep them super
excited for long, but by the end of the lesson they were very impressed with
themselves about what they achieved overall. Even more so when they started
working on their band music, it came a lot easier to them because of how much
they worked on other concepts that were largely transferable.
Technology Integration Component:

The assistive technologies used in my lessons are as follows:
o Metronome
o Rhythm Unit Practice tracks
o Metronome Groove
Although these things are minimal the application of these things are crucial
to the learning process as a music, but also for this Rhythm Unit specifically. The
Metronome is just a basic tool that I have used with them constantly when
learning this unit. By having it on all the time, I was also able to get them to use
their ears (making sure they are listening for it) and internalize the pulse being
given. This also brought up active listening in the sense that if they heard
something that was going wrong with their playing, they would be able to fix it.
The Rhythm Unit Practice Tracks are backing tracks that Mr. Williamson
has created for all the Rhythm Unit studies in his band book (the book we were
doing the Rhythm Unit from). Each track can do measure by measure with the
students and is great application to keep them focused. This kind of organized
regiment with the rhythm unit was great to have when teaching the students. In
some cases where I was unable to have it on, I could see a change in how engaged
and prepared the students were when learning the rhythms.
The Metronome Groove was utilized just to add some excitement to our
playing when doing the rhythm unit line review. After learning a line measure by
measure and then practicing the whole line, we would put the groove on in the
background at whatever tempo we would be taking it during the lesson. Now if
they mess up with the groove track being on in the background, I will turn it off
and have them do it again or focus on the part that is causing trouble and then do it
again with the track once that has been fixed.
Family Communication:
Dear Family,
If you are receiving this letter your student is in the Percussion Ensemble here at
Jackson Heights Middle School and will be starting the Rhythm Unit during their
class period, this week.
My name is Aidan Dixon, and I am writing you all to inform you that I will be the
senior Music Education Intern assigned to your school and Mr. Williamson’s band
program. I am from Stetson University and am currently finishing my degree in
Music Education.
This Unit was chosen for the Percussion Ensemble class so that they can increase
their ability to sight-read and play a large variety of rhythms. The goal is to have
them create a process of how to approach rhythms that may seem “scary” or
difficult. With the proper practice and routine, they will be able to transfer this
information to other pieces that they play in large ensembles (either in band or in
percussion ensemble) to a point where any unknown rhythm given to them in the
future can be playable. This is not a process that can be done during our one Unit
of Study, this is a concept that must be learned through practice over their musical
careers. Again, the purpose of this Unit is to help make that process easier as they
continue in music.
With this lesson, practice is not only necessary but crucial to their growth in this
process. While at home, within their normal practice they should dedicate at least 5
minutes to reviewing a line from the Rhythm Unit at varying tempos from 80 – 110
bpm (beats per minute). They should have a tuner/metronome app on their phone if
they don’t have one already. If this is not the case, there are plenty of free apps in
the App Store that they can choose from to help them. I recommend TE (Tonal
Energy) Tuner.
I am very excited to get started on this Unit with your students, they are bright and
very fun to work with. And more importantly, they are always prepared to learn.
Thank you,
Aidan Dixon
Stetson University ‘23
Jackson Heights Middle School – Senior Music Education Intern
Assessment Strategies and Data Collection:
The standards used for this Unit are listed below:
- MU.68.S.2.2 (ST1)
o Transfer performance techniques from familiar to unfamiliar pieces.
o “Can you say the rhythm?”
o This standard and the thought process of saying the rhythm is crucial to
transferring technique from familiar to unfamiliar rhythms. By showing that they
can say the rhythm with or without playing it demonstrates their ability to
complete the first step in the process of learning new rhythms, this skill is made to
be transferable thus its importance to these student’s and this lesson.
- MU.68.S.3.2 (ST2)
o Demonstrate proper vocal and instrumental technique.
o “Can you play the rhythm?”
o This standard behind playing the rhythm is important because it is the crucial
second step to learning new rhythms as a musician. If saying the rhythm is the
HOW of this process, the WHY can be seen from this standard and concept. It is
known that before a student plays a rhythm (or any piece of music) they should be
able to vocalize in some way (either saying the rhythm or singing the notes). After
doing that playing the rhythm shows their ability to demonstrate that they
understand what they did. Playing the rhythms after saying them will also show
whether they are counting rhythms correctly, especially in group settings.
- MU.68.S.3.3 (ST3)
o Sight-read standard exercises and simple repertoire.
o “Can you play the rhythm in time with the metronome from 80 – 110 bpm?”
o Now that the WHY and HOW are taken care of, them putting this into practice
and demonstrating that they can do it at any given tempo puts everything all
together in the end of their learning process for rhythms. This standard represents
the ending of the process and how I, as the teacher, can assess their playing ability
in the conditions I want them to perform in.
Pre/Post-Test Procedures and Explanation

The academic readiness of these students varies from student to student. Overall, you can group
the entire group of students into two groups (and they are usually split this way). Group A is
recognized as our beginner group and Group B is our returning group. You can learn more about
the levels of these students in the student description and rationale at the beginning of this Unit
of Study. A more detailed explanation of the pre/post-test and how it is structured can be seen in
the item analysis.
The procedures of the pre/post-test are as follows (a more simplified version of these procedures
can be seen on the pre/post-test lesson plans):
Pre-Test Procedures:
- Once we get into the room with the proper materials (band book, snare pad and stand,
snare sticks, pencil) I will explain the procedures, what we will do, and what its purpose
is. The grading criteria will also be explained (points for say it, play it, and with the
metronome).
- Students will open their band books to their assigned Rhythm Unit (Group A is #9 and
Group B is #10) and will have 2 minutes to look for any unknown or “scary” rhythm on
the entire page. They will use those two minutes to write in those rhythms that might be
unknown or “scary.”
- After the students have done this, they will randomly pick a popsicle stick that has a
number corresponding to a line on the Rhythm Unit.
- From here, I will put the metronome on at 80 bpm and they will go down the line
performing their assigned line.
Post-Test Procedures:
- Once we get into the room with the proper materials (band book, snare pad and stand,
snare sticks, pencil) I will explain the procedures, what we will do, and what its purpose
is. I will also remind them about and explain the grading criteria (points for say it, play it,
and with the metronome).
- Student’s will have 2 minutes to review their entire Rhythm Units, they will be instructed
to check for any rhythms that trip them up and make sure that they have the correct
rhythms written on their Unit.
o All students were instructed throughout the Unit to be writing in the correct
rhythms and to use the process taught to find out what those rhythms are. Student
collaboration was also allowed to correct and check work.
- After the students have done this, they will randomly pick a popsicle stick that has a
number corresponding to a line on the Rhythm Unit. (Once two of the same line are
chosen it will be taken out of the pot.)
- They will then play the line assigned to them at 110 bpm in time with the metronome
while saying the correct rhythms.
Lesson Objective Assessment How does this assessment
Assessment Name
# (Write code and full text) Description guide your teaching?
Even though the entire
Unit was chosen with
1 this group in mind,
this diagnostic
assessment allows me
Pre-Test Days Diagnostic
to adjust my upcoming
Unit that highlights an
2 area of difficulty for
either the group as a
whole or individuals.
After each daily

4
MU.68.S.2.2 - lesson, these formative
Transfer performance assessments allow me
5 techniques from to adjust the lesson for
familiar to unfamiliar the next class period if
pieces. the group is really
6 Sequential Review – struggling on a certain
MU.68.S.3.2 – Random Lines at line or concept. (i.e., if
Demonstrate proper varying tempos to the students are not
7 Formative
vocal or instrumental conclude and/or spot able to get a specific
technique. check at the end of our line done during the
8 lessons. class period, I will
MU.68.S.3.3 – Sight- take note of that and
read standard adjust next class’s
9 lesson to focus on that
exercises and simple
repertoire. line or concept until
10 the students complete
the learning goal)
11
This summative
assessment lets me
12 know if I need to go
reteach anything or
Post-Test Days Summative improve any parts of
the Unit to help the
students better
13
understand the
concept.
Item Analysis
For this item analysis of my Pre/Post Assessments, the tables below are provided. The tables
shown are the grading charts used for each group of students during both the pre- and post-test.
Group A:
Measure # 1 2 3 4 5 6 7 8
Say It
Play It
With the Met?
Group B:
Measure # 1 2 3 4 5 6
Say It
Play It
With the Met?
Each aspect of the tables shown above (say it, play it, with the met.) coincides with a different
standard that I am assess through this unit. Being that Group B is the returning group and that
their assigned rhythm unit (Rhythm Unit 10) is more challenging, the lines on this page are
organized six measures at a time rather than 8 measures.
Pre/Post-Test Data Analysis

When creating inputting the data for my class in the GraphMaker, I had to adjust my data
collection to be done in two separate GraphMaker’s. You will see below that my graphs will be
shown in two sections: the data analysis for Group A and then for Group B. Each graph will still
have the data analyzed across the board but know that there will be duplicates of each graph
pertaining to one of the two groups (they will be properly labeled as such as well).
Pre/Post-Assessment Scores for Group A
100.0%
83.3%
90.0%
95.8%
79.2%
79.2%
95.8%
95.8%
91.7%
80.0%
70.0%
54.2%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
A1
A2
A3
A4
A5
A6
A7
Pre% Post%
Pre/Post-Assessment Scores for Group B
94.4%
100.0% 83.3%
90.0%
77.8%
77.8%
94.4%
72.2%
80.0%
61.1%
70.0%
50.0%
60.0%
50.0% 44.4%
33.3%
40.0%
30.0%
20.0%
10.0%
0.0%
B2
B3
B5
B8
B1
B4
B6
B7
Pre% Post%
The Graphs shown above are the Pre/Post Assessment Scores for Group A and B. By the end of
the Unit, you can see that many students grew substantially in Group B compared to Group A.
All students reached a proficiency by the end of the Unit. A large majority of all students reached
100% proficiency and for those that didn’t, these students still reached proficiency of at least
90%.
Pre/Post Assessment Averages for Group A
100.0% 98.2%
90.0% 83.9%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Pre % Post %
Series1
Pre/Post Assessment Averages for Group B

98.6%
100.0%
90.0%
80.0%
70.0% 62.5%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Pre % Post %
Series1
The Graphs shown above reflect the Pre/Post Assessment averages for each group. Group A’s
graph shows that most were at a proficient level at the Pre-Test, but through the Unit we worked
on reinforcing these concepts so that they were well above proficiency and much closer towards
100% by the Post-Test. With Group B, you can see that this group did not start at a proficient
level when doing the Pre-Test, but by the end of the Unit there was not only much improvement
that was well over proficiency, but this group ended at a proficiency level that was still higher
than the other group. Group B was given harder material to work on, but due to their high
playing ability as well they were able to internalize the concepts and show greater growth in the
end of our Unit.
Percent of Group A Demonstrating Overall Pro-
ficiency After Instruction
100.0%
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0% 0.0%
0.0%
Post-Assessment
Proficient on None Proficient on Some Proficient on All
Percent of Group B Demonstrating Overall Pro-

ficiency After Instruction
100.0%
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0% 0.0%
0.0%
Post-Assessment
The graphs above show the percentage of students that were able to demonstrate overall
proficiency by the end of the Unit through the Post-Test. As seen through these graphs, all
students were able to reach overall proficiency in each of the standards assessed by the Post-
Test. As seen from the graphs earlier in this section, each of the students was able to reach
proficiency and have at least a 90% on their grade for the Post-Assessment.
Pre/Post Assessment Averages by Gender in
Group A
91.7% 100.0% 96.9%
100.0%
90.0%
78.1%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Female Male
Pre % Post %
Pre/Post Assessment Averages by Gender in

Group B
100.0% 98.4%
100.0%
90.0%
80.0% 77.8%
70.0%
60.3%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Female Male
Pre % Post %
The graphs above show the Pre/Post-Assessment Averages categorized by the gender of the
students in each group. What can be seen here is the females not only start out a higher average
on the Pre-Test, but also end with a higher average than the males do in the Post-Test. Something
to keep in mind about this class is that there is only one female in Group B and two females in
Group A. Both females in Group A are of a higher playing ability and the one female in Group B
is also able to understand concepts at a faster pace than the males in her group. Looking at the
data from the males, you can see that the Group B males were well under proficiency on the Pre-
Test compared to their Group A counterparts. Group A was above proficiency when doing the
Pre-Test, but there was still necessary growth to be made to get them much higher in
understanding these concepts/standards.
Percent of Students Demonstrating Overall
Proficiency by Gender in Group A
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
0.0%
0.0%
0.0%
0.0%
10.0%
0.0%
Female Male

Proficiency by Gender in Group B
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
0.0%
0.0%
0.0%
0.0%
10.0%
0.0%
Female Male
The graphs above show the percent of students that demonstrated overall proficiency in the unit
by Gender form Group A to B. Both graphs show that regardless of gender all students were able
to reach overall proficiency in the Unit.
Pre/Post Assessment Averages by Ethnicity in
Group A
100.0%
100.0%
97.5%
95.8%
100.0%
82.5%
79.2%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Asian or Pacific Islander Hispanic or Latino/Latina White, Non-Hispanic
Pre % Post %
Pre/Post Assessment Averages by Ethnicity

Group B
100.0%
97.8%
100.0%
90.0%
70.4%
80.0%
57.8%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Hispanic or Latino/Latina White, Non-Hispanic
Pre % Post %
The graphs above show the Pre/Post-Assessment averages of the students if you were to look at
it by ethnicity. Keep in mind that in Group B there are any students that identify as Asian or
Pacific Islander, but in Group A there is. In Group B, there is only one student that is identified
as Asian or of Pacific Islander decent. What can also be seen here is that Hispanic or Latinx
students in both groups reached 100% in their Post-Assessment by the end of the Unit. White,
Non-Hispanic students in each group still scored well above proficiency in the Unit by the Post-
test, but not at 100%. What should still be recognized is the large growth in averages for their
students and that their averages were still at least 95%.
Proficiency by Ethnicity for Group A
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
10.0%
0.0%
Asian or Pacific Islander Hispanic or Latino/Latina White, Non-Hispanic

Proficiency by Ethnicity for Group B
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
0.0%
0.0%
0.0%
0.0%
10.0%
0.0%
Hispanic or Latino/Latina White, Non-Hispanic
Seen above is the percent of students that demonstrated proficiency according to ethnicity in both
groups. It is seen here that all group, regardless of ethnicity, were able to reach proficiency at
100% overall.
Pre/Post Assessment Average by Disability
Status for Group A (ONLY)
100.0% 91.7%
90.0%
80.0%
70.0%
60.0% 54.2%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0% 0.0%
0.0%
Students w/ No Disability Students w/ a Disability
Pre % Post %
Percent of Student Demonstrating Overall Pro-

ficiency by Disability Status for Group A
100.0%
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
0.0%
0.0%
0.0%
0.0%
0.0%
10.0%
0.0%
Students w/ No Disability Students w/ a Disability
Above are two graphs of data on students with a disability status in this class for the Unit. Group
A is the only group in this class that has a student with a disability. The topmost graph shows the
Pre/Post-Assessment average for this student. Although this student started with a below
proficiency leveled average from the Pre-Test, by the end of the Unit this student still showed
that they reached proficiency by the end of Unit. Even more so you can see the large growth of
improvement from the beginning of the Unit to the Post-test.
Pre/Post Assessment Scores by Standard in Group A
100.0% 96.4% 94.6%
89.3%
90.0%
80.0%
70.0% 66.1%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
ST1 ST2 ST3
Pre % Post %
Pre/Post Assessment Scores by Standard in Group B

100.0% 97.9% 97.9%
90.0%
80.0% 72.9%
70.0% 66.7%
60.0%
50.0% 47.9%
40.0%
30.0%
20.0%
10.0%
0.0%
ST1 ST2 ST3
Pre % Post %
Above are the Pre/Post Assessment scores of each group recorded by standard. Each standard
used correlates with a one of the categories that I am grading them on in the Assessment. ST1,2,
and 3 correlate with say it, play it, and play it with the metronome respectively. The direct
correlation for what each standard correlates to can be found above under Assessment
Strategies and Data Collection. What can be seen from these graphs is that each group was able
to play the rhythm correctly (ST2), but when it came to playing with the metronome (ST3) there
were still some students that were having one or two measures where they weren’t playing with
the metronome. Although Group A was a bit lower in ST3 than Group B was, Group A was still
able to have 100% scores on ST1. Group B in this area, saying the rhythm (ST1), was still a little
less than 100% due to two students not being able to say one measure each in their assigned line.
Keep in mind that Group B’s Rhythm Unit was much higher difficulty compared to Group A’s.
Students Showing Proficiency by Standard in Group A
100.0%
90.0% 85.7%
80.0%
70.0%
60.0%
50.0% 42.9%
40.0%
30.0%
20.0%
10.0%
0.0%
ST1 ST2 ST3
Pre-Assessment Post-Assessment
Students Showing Proficiency by Standard in Group B

100.0%
90.0%
80.0%
70.0% 62.5%
60.0% 50.0%
50.0%
40.0%
30.0%
20.0% 12.5%
10.0%
0.0%
ST1 ST2 ST3
Pre-Assessment Post-Assessment
Shown above are the percentages of students showing proficiency in each standard across each
group. As seen from the graphs, all students were able to reach proficiency by the of the Unit
taught in both groups. In Group A, there was minimal growth in the amount students at
proficiency for ST1. For ST2, there was no growth at all because they were already proficient in
this area. ST3 for Group A had the least number of students at proficiency at the Pre-Test. This
shows that some students were still struggling with saying the rhythm, but a large majority of
them in Group A were not able to play with the metronome during the Pre-Test at 80 bpm. Keep
in mind that the Post-Test is given at 110 bpm. When looking at Group B, ST1 had the least
number of students at proficiency for the Pre-Test. The rhythms for Group B are complicated and
tricky to understand without the process taught through the Unit. There were more students at
proficiency with ST2 and ST3 for Group B than with ST1. This shows that saying the rhythm
(ST1) was much harder for Group B compared to Group A, this is also because their rhythms are
more challenging.
Candidate Name: Aidan Dixon
Grade Level: 6 – 8th
Unit Topic: Rhythm Unit
# of Students in Class: 15 students
MU.68.S.2.2
Standards Taught: MU.68.S.3.2
MU.68.S.3.3
Group A:
- ST1: 3 students (43%)
- ST2: 1 student (14%)
Number and percentage of students
with learning gains per standard:
Group B:
- ST1: 8 students (ALL 100%)
Group A:
Number and percent of students at - ST3: 6 students (ALL 100%)
proficiency after Post-Test per
standard: Group B:
ST1 – MU.68.S.2.2:
- Saying the rhythm is the main point of
concern here because if they cannot say the
rhythm or know how to figure it out, they will
not be able to play it at all (regardless of
tempo).
ST2 – MU.68.S.3.2:
- Playing the rhythm is the main point of
Categories of Concern per concern here because if they can’t play the
Standard: rhythm, they must show me how they can
figure it out.
ST3 – MU.68.S.3.3:
- Playing with the metronome is the point of
concern here because if the students are not
able to steadily play with the metronome, then
they are not internalizing the rhythm and/or
they might not fully understand the rhythm
itself.
Assessment Reflection:
Written Reflection – End of Unit Reflections
With this Unit finally done there were many things that I would improve for the
future but am also very impressed about in terms of how this process went for the
students. With this new concept of how to figure out unknown rhythms under this
class’s belt, when we are learning new rhythms, I can always activate prior
knowledge to the Rhythm Unit Study and get them to work out the rhythms
through the process that we already know how to do.
When deciding on who should play what parts on concert music for the percussion
ensemble or for the concert band/symphonic band, we think about who was able to
catch on to complicated rhythms. In these scenarios, we choose students for parts
that they will understand, but with enough challenge that they can still have a
positive learning experience through the music.
The discrepancies that I found the most with this Unit of Study was with Group A.
I think that the material I chose for them was not too simple or easy for them, but
not challenging enough for there to be a notable difference in all areas that I
collected data on (standard assessment). I think for the future, if I were to do this
Unit of Study again, I would choose the next Rhythm Unit in the book because that
one was challenging enough but not too hard for them to not have a positive
learning experience.
I think as a professional this Unit of Study really helped me grow because it

showed me how much building relationships with students can truly dictate what
your teaching experience is going to be like. This class was the first class that I
fully took over during my internship and a lot of why things have gone well during
this Unit and with behavior management is because this group and I had created an
awesome relationship. I took the time to know each student in this class through
one way or another and now I know how to interact with each one and what their
needs might be as their teacher. For the future, I will work hard as a professional
educator to create and utilize the relationships I make in the classroom to my
advantage so that I can best serve my students to reach their full potential in music.
Reteaching and Reassessment:
All students in this class were able to reach proficiency by the end of this Unit of
Study, so there were no students and/or standards that need to be reteached and
reassessed. As we go on in the semester, we recall the process used in the Rhythm
Unit and go it in real time during rehearsals. As we do this, it is done efficiently
and on a case-by-case basis for each student.
Grading Strategies:
What was graded and how each concept was graded can be seen under the Item
Analysis section of this Unit (above). None of the questions were weighted more
than the other, but each of these steps is sequential in the process so if they don’t
understand the first standard (say it, ST1) then they won’t be able to understand the
other two concepts (play it, ST2; w/ metronome ST3).
Pretest Posttest Overall

Student Group A: __/24 Group A: __/24 Group A: __/48
Group B: __/18 Group B: __/18 Group B: __/36
A1 Ava 19 24 43
A2 Devyn 24 24 48
A3 Colby 20 24 44
A4 Grayson 19 23 42
A5 Josh 23 24 47
A6 Lillian 23 24 47
A7 Tommy 13 22 35
B1 Gabby 17 18 35
B2 Max 7 18 25
B3 Luke 9 18 27
B4 Glenn 14 17 31
B5 Evan 11 18 29
B6 Nevin 15 18 33
B7 Nathan 13 17 30
B8 Colton 8 18 26
Differentiating Instruction to Meet the Needs of All
Students:
Through this Unit of Study, I differentiated instruction to meet the needs of all
students by changing the content and the process of what was taught. When
teaching this Unit, changing the process of how I taught the lesson student to
student was one way that I differentiated instruction. Although I was teaching the
process of “deciphering” these unknown/scary rhythms, I still changed the way I
taught or reinforced content. Some students can catch on easily in this class, but
there are others that require detailed explanations for concepts if they are not
understanding things on their own. Even then, there are still students that require
me to say things in the simplest way possible because too many details can make
things more complicated or confusing. I worked hard to make sure all my bases
were covered when assessing knowledge during the Unit on content and I utilized
their results to dictate how I taught that specific student. I also learned a lot about
each student’s learning style through interactions with them during the first couple
of weeks in my internship before starting this Unit of Study with them.
Another way that I differentiated instruction was by changing the content giving to
specific students in the class. As seen and explained throughout this Unit of Study,
the entire Percussion Ensemble class of 15 was divided into two different groups:
beginners (Group A) and returners (Group B). Because of the difference in
experience and playing ability between these two groups, I gave them different
Rhythm Units to work on during this Unit of Study. This allowed me to work on
teaching this Unit in a way that specifically spoke to the individual playing level of
each student, all the while still giving them something challenging enough to
increase their current playing ability in some way.
In this class there is only one student that has a disability and I work with him
every day. This student is on the spectrum and his disability does affect his
learning process in the classroom. When teaching with this student I differentiate
my instruction through how I interact with him and through a change in the process
of how I am getting him to learn. I am always patience and kind when interacting
with him and I make sure to keep him engaged by having him help in some
decision that I might need made. What I mean by this is, when we are doing a
review of the lines and I need one to be chosen randomly I would ask this student
to help me and choose for me. By doing this, I got a lot of positive responses from
the student, and this led to him being much more engaged compared to times prior
in the class.
Bibliography/Resources/Materials:
Bispham, J. (2006). Rhythm in Music: What is it? Who has it? And Why? Music Perception: An
Interdisciplinary Journal, 24(2), 125–134. https://doi.org/10.1525/mp.2006.24.2.125
Kvifte, T. (2007). Categories and Timing: On the Perception of Meter. Ethnomusicology, 51(1),
64–84. http://www.jstor.org/stable/20174502
Gehrkens, K. W. (1963). Rhythm in Music. Music Educators Journal, 49(5), 45–46.

https://doi.org/10.2307/3389946
Kostka, M. J. (2004). Teach Them How to Practice. Music Educators Journal, 90(5), 23–26.
https://doi.org/10.2307/3400019
Oare, S. (2011). Practice Education: Teaching Instrumentalists to Practice Effectively. Music

Educators Journal, 97(3), 41–47. http://www.jstor.org/stable/23012590
Bebeau, M. J. (1982). Effects of Traditional and Simplified Methods of Rhythm-Reading

Instruction. Journal of Research in Music Education, 30(2), 107–119.
https://doi.org/10.2307/3345042
Ester, D. P., Scheib, J. W., & Inks, K. J. (2006). Takadimi: A Rhythm System for All Ages.
Music Educators Journal, 93(2), 60–65. https://doi.org/10.2307/3878473
Dalby, B. (2005). Toward an Effective Pedagogy for Teaching Rhythm: Gordon and Beyond.
Music Educators Journal, 92(1), 54–60. https://doi.org/10.2307/3400228
Conway, C. (2003). Good Rhythm and Intonation from Day One in Beginning Instrumental
Music. Music Educators Journal, 89(5), 26–31. https://doi.org/10.2307/3399916
WHATLEY, G. L. (1980). Teaching Rhythm: Some Fundamental Considerations. American

Music Teacher, 29(6), 3–4. http://www.jstor.org/stable/43535488
Appendices:
Table 1: Standards, Goals, and Objectives Table (Below)
Unit Title: Rhythm Unit

Unit Topic: Rhythm Unit 9 and 10 – Rhythmic Accuracy
Standards
Unit Goals Objectives
(code & full text)
- Students will be able to MU.68.S.2.2
vocalize and play the written - Transfer performance techniques
rhythms simultaneously at from familiar to unfamiliar pieces.
any given tempo with 100% - “Can you say the rhythm?”
rhythmic accuracy.
- Students will also write the
correct counts for the entire
page of the unit assigned to
them.
The goals of this Unit are to give a - Students will demonstrate MU.68.S.3.2
process to the percussionists that appropriate technique 100% - Demonstrate proper vocal and
they can use to learn rhythms that of the time. instrumental technique.
they will see that may seem - “Can you play the rhythm?”
“scary” or unknown. Through this
process they will be able to play - Students will be able to play MU.68.S.3.3
more complex rhythms than before any line of the assigned - Sight-read standard exercises and
when sight-reading music in rhythm unit at 80 bpm simple repertoire.
ensembles or solo work. (This is a (beats per minute) with 90% - “Can you play the rhythm in time
learning process that is done rhythmic accuracy. with the metronome from 80 –
continuously throughout their - Students will be able to play 110 bpm?”
musical careers.) any line of the assigned
rhythm unit at 110 bpm with
100% rhythmic accuracy.
- From 80 bpm, students will
be able to play the lines at
increased tempos (from 80
to 110 bpm) with 90%
rhythmic accuracy (until the
post-assessment which will
be 100% at 110 bpm).
Table 2: Types of Learning Experiences Table (Below)
Lesson Objective during this Learning

Type of Learning Experience
Number Experience
1 Pre-test Day 1
2 Pre-test Day2
3 Lines 1 – 3
6 Lines 1 – 5
7 Small group Lines 1 – 5, add 6
8 Sectional Lines 1 – 5, solidify 6
9 Problem solving Lines 1 – 6, add 7
10 Lines 1 – 7, solidify 7
11 Lines 1 – 7, add 8
12 Full Page Review, solidify 8
13 Full Page Review
14 Post-test Day 1
15 Post-test Day 2
Table 3: Formative Assessment Table (Above)
Objective Assessment How does this assessment guide your
Lesson # Assessment Name
(Write code and full text) Description teaching?
Even though the entire Unit was

1 chosen with this group in mind,
this diagnostic assessment allows
Pre-Test Days Diagnostic me to adjust my upcoming Unit
that highlights an area of
2 difficulty for either the group as
a whole or individuals.
4 MU.68.S.2.2 -
Transfer performance After each daily lesson, these
5 techniques from formative assessments allow me
familiar to unfamiliar to adjust the lesson for the next
pieces. class period if the group is really
6 Sequential Review –
struggling on a certain line or
MU.68.S.3.2 – Random Lines at
concept. (i.e., if the students are
Demonstrate proper varying tempos to
7 Formative not able to get a specific line
vocal or instrumental conclude and/or spot
done during the class period, I
technique. check at the end of our
will take note of that and adjust
8 lessons.
next class’s lesson to focus on
MU.68.S.3.3 – Sight- that line or concept until the
9 read standard students complete the learning
exercises and simple goal)
10 repertoire.
11
12 This summative assessment lets

me know if I need to go reteach
Post-Test Days Summative anything or improve any parts of
the Unit to help the students
13 better understand the concept.
Table 4: Impact on Student Learning Summary Table
Candidate Name: Aidan Dixon

Grade Level: 6 – 8th
Unit Topic: Rhythm Unit
# of Students in Class: 15 students
MU.68.S.2.2
Standards Taught: MU.68.S.3.2
MU.68.S.3.3
Group A:
- ST2: 1 student (14%)
Number and percentage of students with
learning gains per standard:
Group B:
Group A:
Number and percent of students at
proficiency after Post-Test per standard:
Group B:
ST1 – MU.68.S.2.2:
- Saying the rhythm is the main point of concern here
because if they cannot say the rhythm or know how
to figure it out, they will not be able to play it at all
(regardless of tempo).
ST2 – MU.68.S.3.2:
- Playing the rhythm is the main point of concern
Categories of Concern per Standard: here because if they can’t play the rhythm, they
must show me how they can figure it out.
ST3 – MU.68.S.3.3:
- Playing with the metronome is the point of concern
here because if the students are not able to steadily
play with the metronome, then they are not
internalizing the rhythm and/or they might not fully
understand the rhythm itself.
Table 5: Reteaching and Reassessment Table
No Reteaching and
Reassessment Table (Table 5)
was created because nothing
needed to be retaught and/or
reassessed.
Table 6: Unit Grades
Pretest Posttest Overall

Student Group A: __/24 Group A: __/24 Group A: __/48
Group B: __/18 Group B: __/18 Group B: __/36
A1 Ava 19 24 43
A2 Devyn 24 24 48
A3 Colby 20 24 44
A4 Grayson 19 23 42
A5 Josh 23 24 47
A6 Lillian 23 24 47
A7 Tommy 13 22 35
B1 Gabby 17 18 35
B2 Max 7 18 25
B3 Luke 9 18 27
B4 Glenn 14 17 31
B5 Evan 11 18 29
B6 Nevin 15 18 33
B7 Nathan 13 17 30
B8 Colton 8 18 26

Aidan Dixon - Unit of Study

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Unit of Study – Rhythm Unit

Jackson Heights Middle School – Mr. Williamson

- Students will be able MU.68.S.3.3

Planning for Instruction:

Ensemble or Class: Lesson Topic:

Long Term Goal:

Key Vocabulary Instructional Materials/Resources/Technology:

Rhythm Unit Recordings

Critical Thinking: Lesson Structure:

(10 min.) Solo & Ensemble (if time permits)

Post Rehearsal or Lesson Reflections

Ensemble or Class: Lesson Topic:

Long Term Goal:

Key Vocabulary Instructional Materials/Resources/Technology:

Rhythm Unit Recordings

Critical Thinking: Lesson Structure:

(10 min.) Solo & Ensemble (if time permits)

Post Rehearsal or Lesson Reflections

There were no parts of the lesson that was omitted.

Ensemble or Class: Lesson Topic:

Long Term Goal:

Key Vocabulary Instructional Materials/Resources/Technology:

Rhythm Unit Recordings

Critical Thinking: Lesson Structure:

Solo & Ensemble (if time permits) (full class)

Post Rehearsal or Lesson Reflections

Ensemble or Class: Lesson Topic:

Long Term Goal:

Key Vocabulary Instructional Materials/Resources/Technology:

Rhythm Unit Recordings

Critical Thinking: Lesson Structure:

Solo & Ensemble (if time permits) (full class)

Post Rehearsal or Lesson Reflections

Ensemble or Class: Lesson Topic:

Long Term Goal:

Key Vocabulary Instructional Materials/Resources/Technology:

Rhythm Unit Recordings

Critical Thinking: Lesson Structure:

Post Rehearsal or Lesson Reflections

Ensemble or Class: Lesson Topic:

Long Term Goal:

Key Vocabulary Instructional Materials/Resources/Technology:

Rhythm Unit Recordings

Critical Thinking: Lesson Structure:

Solo & Ensemble (if time permits) (full class)

Post Rehearsal or Lesson Reflections

There were no parts of the lesson that was omitted.

Ensemble or Class: Lesson Topic:

Long Term Goal:

Key Vocabulary Instructional Materials/Resources/Technology:

Rhythm Unit Recordings

Critical Thinking: Lesson Structure:

30 min. Solo & Ensemble (if time permits) (full class)

Post Rehearsal or Lesson Reflections

Ensemble or Class: Lesson Topic:

Long Term Goal:

Key Vocabulary Instructional Materials/Resources/Technology:

Rhythm Unit Recordings

Critical Thinking: Lesson Structure:

Solo & Ensemble (if time permits) (full class)

Post Rehearsal or Lesson Reflections

Ensemble or Class: Lesson Topic: