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. Some are Co-Teaching Residencies in which teachers aim to become independent song leaders for learning. Others are traditional music residencies in which our teaching artists lead the classes, and classroom teachers are present and participate with the students.
In our capacity- building co-teaching residencies, highly trained teaching artists team up with classroom teachers to co-plan and co-teach lessons in literacy, math, SEL, or other subjects with the enhancement of songs for learning.
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 offers co-teaching artist residencies in general classrooms as well as special education classrooms and Home Hospital settings. Some are Co-Teaching Residencies in which teachers aim to become independent song leaders for learning. Others are traditional music residencies in which our teaching artists lead the classes, and classroom teachers are present and participate with the students.
In our capacity- building co-teaching residencies, highly trained teaching artists team up with classroom teachers to co-plan and co-teach lessons in literacy, math, SEL, or other subjects with the enhancement of songs for learning.
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.
OUR CO-TEACHING ARTIST CLASSROOM RESIDENCY MODEL:
THE "I DO, WE DO, YOU DO!"
With GITC, making music becomes a vehicle for learning just about anything!
Teachers of all kinds are welcome to take a free online or virtual class or workshop with GITC either before they start, or during their Teaching Artist Residency. We offer classes throughout the calendar year. Taking a class is very enjoyable and helpful. All are welcome.
Teachers who take a class with GITC especially appreciate getting a residency with one of our teaching artists. We offer two kinds:
Both kinds of residencies can improve student mental health. Singing and strumming ukes lowers the affective filter, resets the central nervous system, and continuously uplifts students' moods.
Teachers of all kinds are welcome to take a free online or virtual class or workshop with GITC either before they start, or during their Teaching Artist Residency. We offer classes throughout the calendar year. Taking a class is very enjoyable and helpful. All are welcome.
Teachers who take a class with GITC especially appreciate getting a residency with one of our teaching artists. We offer two kinds:
- Traditional Music Residencies engage our teaching artist to plan and lead sessions idependently. but teachers are asked to strum and sing along with their students.
- Classroom Co-Teaching Artist Residencies help educators develop strong music implementation skills for integrating music with academics and social emotional learning. Making music to become a healthy part of daily greetings, making transitions, and studying any subject, celebrating successes and holidays, and engaging parents. Our teaching artists model, include, and encourage classroom teachers to learn simple music leadership techniques that work. Teachers learn to lead, side by side, with their teaching artist students during residency classes. They acquire strategies and confidence to teach through the power of song.
Both kinds of residencies can improve student mental health. Singing and strumming ukes lowers the affective filter, resets the central nervous system, and continuously uplifts students' moods.
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!
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GITC also offers traditional classroom residencies for schools that wish us to provide music instruction
without training a classroom teacher to become a song leader for learning. Want to discuss the kind of residency that is right for your classroom or school? Please contact our office at (619) 840-1010 or email us at [email protected]. |
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