GITC CO-TEACHING ARTIST RESIDENCIES
Provide Sequential, Gradual Release Training & Coaching
to Highly Engaged Teachers in their Tk-5 and Special Education Classrooms
Provide Sequential, Gradual Release Training & Coaching
to Highly Engaged Teachers in their Tk-5 and Special Education Classrooms

GITC is a non-profit Community Arts Provider. Our Co-Teaching Artist Residencies take place in participating classrooms in which a teacher has already been training with our organization.
GITC offers co-teaching artist residencies in general classrooms as well as special education classrooms and Home Hospital settings.
Our highly trained teaching artists team up with classroom teachers to co-plan and co-teach lessons in literacy, math, and all other subjects. The marriage of music and academic content standards supercharges student engagement, collaboration and understanding. This has resulted in improved attendance, motivation, verbal and written self expression, reading competency, and benchmark test scores. Our approach nurtures the development of 21st century skills and we incorporate Social Emotional Learning during every session.
GITC's co-teaching model helps classroom teachers build their music leadership skills with support in order to learn to artfully and independently employ music making and songwriting for academic achievement and SEL when the residency ends.
GITC offers co-teaching artist residencies in general classrooms as well as special education classrooms and Home Hospital settings.
Our highly trained teaching artists team up with classroom teachers to co-plan and co-teach lessons in literacy, math, and all other subjects. The marriage of music and academic content standards supercharges student engagement, collaboration and understanding. This has resulted in improved attendance, motivation, verbal and written self expression, reading competency, and benchmark test scores. Our approach nurtures the development of 21st century skills and we incorporate Social Emotional Learning during every session.
GITC's co-teaching model helps classroom teachers build their music leadership skills with support in order to learn to artfully and independently employ music making and songwriting for academic achievement and SEL when the residency ends.
Want to discuss getting a GITC residency?
Please contact our office at (619) 840-1010 or email us at [email protected].
Please contact our office at (619) 840-1010 or email us at [email protected].
THE GITC CAPACITY-BUILDING CO-TEACHING ARTIST RESIDENCY METHOD
"I DO, WE DO, YOU DO!"
In the case of our nonprofit, Guitars and Ukes in the Classroom,
participating teachers also engage in a creative process with their students, through music,
to enrich and reinforce academic and social emotional learning, and build classroom community.
GITC's Sequential Gradual Release Co-Teaching Artist Residencies involve weekly consultation between participating classroom teachers and their teaching artist to keep musical content responsive and relevant.
The classroom teacher selects the academic lesson focus and content objectives to be addressed through music,
and the GITC Teaching Artist guides the strategic integration of musical processes
to accomplish deeper and more engaged learning in both music and the academic subject.
The participating teacher makes music with the teaching artist and students, learning in real time.
Everyone learns to sing, play ukulele, and write lyrics for learning literacy, math, and SEL.
During the length of the residency, classroom teachers will begin to gain confidence
in leading their students in developmentally appropriate and responsive musical activities
and songs for learning, with support from their teaching artist.
Each residency visit lasts between 30 and 50 minutes, depending on the teachers requests,
and sessions usually take place once per week.
Residencies last from seven to twenty weeks depending on the goals and available funding.
A ten week residency is our most popular length.
Classroom teachers participating in a residency, are encouraged to participate with GITC
in a free weekly after school or weekend course online or in person at their convenience.
This proves very helpful and enjoyable for teachers and is highly recommended but it is not required.
We invite you to keep reading and explore our GITC residency "I Do, We Do, You Do" model
for gradually building classroom teachers' capacity to become confident song leaders for learning!
participating teachers also engage in a creative process with their students, through music,
to enrich and reinforce academic and social emotional learning, and build classroom community.
GITC's Sequential Gradual Release Co-Teaching Artist Residencies involve weekly consultation between participating classroom teachers and their teaching artist to keep musical content responsive and relevant.
The classroom teacher selects the academic lesson focus and content objectives to be addressed through music,
and the GITC Teaching Artist guides the strategic integration of musical processes
to accomplish deeper and more engaged learning in both music and the academic subject.
The participating teacher makes music with the teaching artist and students, learning in real time.
Everyone learns to sing, play ukulele, and write lyrics for learning literacy, math, and SEL.
During the length of the residency, classroom teachers will begin to gain confidence
in leading their students in developmentally appropriate and responsive musical activities
and songs for learning, with support from their teaching artist.
Each residency visit lasts between 30 and 50 minutes, depending on the teachers requests,
and sessions usually take place once per week.
Residencies last from seven to twenty weeks depending on the goals and available funding.
A ten week residency is our most popular length.
Classroom teachers participating in a residency, are encouraged to participate with GITC
in a free weekly after school or weekend course online or in person at their convenience.
This proves very helpful and enjoyable for teachers and is highly recommended but it is not required.
We invite you to keep reading and explore our GITC residency "I Do, We Do, You Do" model
for gradually building classroom teachers' capacity to become confident song leaders for learning!
I DO
During weeks 1-3, our teaching artist leads, models, and includes the classroom teacher in music making.
The classroom teacher guides the academic content learning that will be reinforced through music,
and plays along with the teaching artist and students. Both learn from each other, and work as a team.
Classroom teachers are welcome to step into song leadership when they feel ready,
but in the first 3 weeks, participating with students is the goal.
WE DO
During weeks 4-6, the classroom teacher and teaching artist begin to lead musical activities and songs together.
This gives the classroom teacher practice, mentoring and full support. The classroom teacher can begin
to lead warm ups, rhythm games, chants, and counting in the strummers and singers for songs.
These are simple activities, and are within reach by week four.
The teaching artist supports this effort, demonstrating and leading techniques and activities
that help the classroom teacher gain confidence and a wider music integration repertoire.
YOU DO
During weeks 7-9, the classroom teacher learns and builds their capacity to teach songs,
lead student songwriting, and make connections to academic and SEL content
using GITC techniques and scaffolding to support numeracy, language, literacy, and SEL.
Each classroom teacher progresses at their own pace.
THE CULMINATING INFORMANCE
We call Week 10 a Celebration of Learning! Different from a performance,
this “informance” is a special sharing of music with family members or a buddy class.
The experience in fun, inclusive, and informal.
The residency classroom teacher may choose to lead activities or songs with the teaching artist,
or on their own, and the students play and sing their songs.
At the end, classroom teachers are presented with a Certificate of Successful Completion!
During weeks 1-3, our teaching artist leads, models, and includes the classroom teacher in music making.
The classroom teacher guides the academic content learning that will be reinforced through music,
and plays along with the teaching artist and students. Both learn from each other, and work as a team.
Classroom teachers are welcome to step into song leadership when they feel ready,
but in the first 3 weeks, participating with students is the goal.
WE DO
During weeks 4-6, the classroom teacher and teaching artist begin to lead musical activities and songs together.
This gives the classroom teacher practice, mentoring and full support. The classroom teacher can begin
to lead warm ups, rhythm games, chants, and counting in the strummers and singers for songs.
These are simple activities, and are within reach by week four.
The teaching artist supports this effort, demonstrating and leading techniques and activities
that help the classroom teacher gain confidence and a wider music integration repertoire.
YOU DO
During weeks 7-9, the classroom teacher learns and builds their capacity to teach songs,
lead student songwriting, and make connections to academic and SEL content
using GITC techniques and scaffolding to support numeracy, language, literacy, and SEL.
Each classroom teacher progresses at their own pace.
THE CULMINATING INFORMANCE
We call Week 10 a Celebration of Learning! Different from a performance,
this “informance” is a special sharing of music with family members or a buddy class.
The experience in fun, inclusive, and informal.
The residency classroom teacher may choose to lead activities or songs with the teaching artist,
or on their own, and the students play and sing their songs.
At the end, classroom teachers are presented with a Certificate of Successful Completion!