GITC 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 Teaching Artist Residencies take place in participating classrooms in which a teacher has already been training with our organization.
In some instances we also conduct our capacity building residencies with teachers who are new to GITC if they are committed to continuing their musical training with us.
GITC offers 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.
In some instances we also conduct our capacity building residencies with teachers who are new to GITC if they are committed to continuing their musical training with us.
GITC offers 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.
THE "I DO, WE DO, YOU DO!" CO-TEACHING ARTIST RESIDENCY
GITC's Sequential Gradual Release Teaching Artist Residencies involve weekly pre-session co-planning between the teaching artist and the participating classroom teacher.
The classroom teacher selects the academic lesson focus and content standard for the upcoming session, and the GITC Teaching Artist guides the strategic integration of musical processes to accomplish deeper and more passionate learning in both music and the academic subject. Together they begin to share teaching both areas as the classroom teacher gains experience and confidence leading music.
Each residency visit lasts up to one hour and most take place just once or at most, twice per week. Residencies last from four to twenty weeks depending on the goals and available funding. A ten week residency is our normal length.
While classroom teachers are involved in a residency, they may concurrently be participating in a weekly after school GITC course. This is recommended but is not required.
Please explore our GITC residency "I Do, We Do, You Do" model for building classroom teacher capacity!
I DO
During weeks 1-3, our teaching artist leads, models, and includes the classroom teacher in music making. The classroom teacher teaches the academic content that relates to the music, and includes our teaching artist in that process. Both learn from each other and work as a team.
WE DO
During weeks 4-6, the classroom teacher and teaching artist plan their lessons together. This gives the classroom teacher the opportunity to choose musical activities to fit the academic content.
The classroom teacher begins to initiate musical activities such as warm ups, rhythm games, chants, counting in the strummers and singers for songs, and steps up to try out some independent song leading. They have the full involvement and support of their teaching artist. The two teachers play and sing with the students together throughout the lesson.
YOU DO
During weeks 7-9, the classroom teacher builds their capacity to teach songs, lead student songwriting, and make connections to academic and SEL content using GITC techniques and scaffolding to support students' numeracy, language and literacy skills.
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. The classroom teacher leads the class more and more often.
YOU DO IT, SOLO!
We call Week 10 our Celebration of Learning! Teachers and students may invite others to join the class for a musical lesson in which they lead independently. Guests might be family members or a visiting class from next door. Students share their musical process. At the end, everyone in attendance can sing and play a song together. The classroom teacher videotapes the class to provide the classroom teacher with proof of their accomplishments as well as a video they can reference in the future.
Want to visit a GITC residency classroom or request a residency?
Please contact our office at (619) 578-2326 or email us at info@guitarsintheclassroom.org.
We are grateful to all of the individual donors who sponsor
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We thank the National Endowment for the Arts for supporting Teaching Artist Residencies for Inclusion and Special Education!
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