Elementary Music

Question Stems for Arts Classes

Teacher as Director/ Conductor

Revising with Teacher Guidance

• What do we need to do today? Why do you think we are ____? • What is the purpose behind me asking you to ______? How will ___ help us get to our final product/ performonce? • Whot ospect of whot I am asking you to do is easiest? Why? What aspect of what I am asking you do to is the biggest challenge? Why? Have we done before? When? • How does ___ .=:_ connect with what you have done before? • Is there another way to do this? What else can we do? What are the strengths/ weaknesses of various approaches?

What will this technique, dynamic, or action bring to our piece? What worked about ? • What is next as we work onthis? What do you have to do to make a change? Do you see/ hear/ feel why this is different? Sit down (or stand up) if you feel that you have a handle on this section. • Share your success or your frustration with a partner. What do you and your partner agree on? How should we address frustrations we have at this point? Which approach, technique, choice, or action is the most effective for ___? Why? Which approach, technique, choice, or action is most effective for you? Why? Can you do this on your own now?

What would you do here next? Why? What have we accomplished today? • Can you do this one your own now?

Building Skill Sets Led by Teacher

Revising During Independent Work

• Why did we do this activity today? Where might we use what we did in this activity? • Explain this technique to a partner. How does this build on other skills we have used? • How do you feel about this skill/ technique? How does this connect to the project we are working on? What do you need to do to be more comfortable in this skill? Can you do this on your own now? Planning and Understanding the Process • What steps in the process will you focus on today? What questions do you have about ____? What is your goal for today? • What is your�oal for the end of this project or performance. What will you need to do today to help meet your goals? • What additional questions do you have to help you determine what to focus on today?

• How can you refine your technique? What is the best thing about what you are doing right now? Why? How can you take what you are doing in your best work and incorporate ii through your whole piece? What are you least satisfied with regarding where your work stands ri g ht now? What will you do to revise or adjust what you are not satisfied with? What new element can you add to your work? • How can you play with your piece or do something unplanned to open new possibilities? What is something you discovered working on your piece today?

• What do you want to communicate to an audience with this work? How will you do that? What are key ideas or themes around this work? How are those communicated in your work? Why hove you mode these choices with your work7 Is this piece ready to present? Why or why not? What do you need to be oware of in order to present this piece? • If working in an ensemble, what do you need to focus on re g arding your role in this ensemble? If working in on ensemble, how does your role support others in your ensemble? • If working in on ensemble, what are others doing thot helps you understand your work in this group? Making Connections Through the Creative Process • Where have {ou seen anything like this before? What type o artist or project would use this approach or technique? What else should we know to understand what this technique is about or where it came from? • Have we done before? When? • How does _= connect with what you have done before?

Guided Self-Assessment

• Are you using proper technique? What do you need to adjust in your work? • Share your success or your frustration with a partner. What did you and your partner agree on? Which approach, technique, choice, or action is most effective for __? Why? • Which approach. technique, choice, or action is most effective for you? Why?

As you look at a classmate's work, tell them what works right now. • As you look at a classmate's work, ask questions about what you see. As you look at a classmate's work, share with them what you think their next steps might be.