At Savannah Arts Academy my students are there to receive expert instruction in Visual and Performing Arts while getting a top flight educational experience. Savannah Arts Academy ranks in the top 80 high schools of the Arts in the United States. There is 100% graduation and college acceptance rate among graduates. Savannah Arts Academy is located at 500 Washington Avenue, Savannah, GA 31405 and is located in the heart of the Ardsley Park district of midtown Savannah. Savannah is one of the largest container ports in the US and offers a wide range of employment opportunities in many industries.

Savannah the First City in Georgia retains all of its history and architecture dating from the Revolutionary period through the Civil War and into modern times. There are first class Universities from the Revolutionary period through the Civil War and into modern times. There are first class Universities located in Savannah: SCAD (Savannah College of Art and Design), Georgia Southern University Armstrong Campus, Savannah Sate University (Historic Black College), Mercer Medical College at Memorial Medical Health Hospital.

The Savannah Law School, St. Leo’s University and numerous technical and online based institutions of higher learning. My students have access to world class museums like the Telfair Academy of the Arts and the Jepson Center of the Arts. There are numerous Restored Historic Mansions, the Savannah Philharmonic Orchestra, Numerous staged musical events free of charge to the public (Savannah Jazz Festival, Picnic in the Park, 4 th of July on River Street, Shakespeare in the park). There are numerous art galleries throughout the city that offer people first hand access to visual arts. There are independent theater companies in Savannah offering plays and staged musicals (Savannah Childrens’ Theater, Savannah Community Theater, Savannah Theater).

There are National traveling shows that are staged at the Savannah Civic Center ( Circus, Ballet, Athletic events and Major Concerts). My
students have access to numerous artistic and cultural events throughout the year. I know my students through classroom, piano lab and individual piano studio instruction. As an instructor in the SCCPSS system I have access to the State Longitudinal Data System, SLDS, through my instructional software known as Power Teacher. My students and their parents have a limited access to this same software. Through SLDS I can gather information about every student that I teach, their educational history and their prior educational knowledge through the data base.

From the information learned form the SLDS I can design instructional strategies and develop lesson plans that target and align with state and national Educational standards. Armed with this knowledge I can meet the student where they are educationally and correct their misconceptions and misunderstanding about learning content. Citing evidence where my students are: I have a High Achieving 10th grade student in Beginning piano II. Their lextile scores are on the rise EOG Spring 2017 they were at a 1385 level. By Spring of 2019 the scores had risen to 1565.

Regarding the following milestones: CRCT, EOCT, GHSGT/GHSWT/G8WT/G3WT there are 3 exceeds, 2 meets and 1 score does not meet. Their Growth percentile spring Milestone scores are GEO-581, ECC Alg. 575. EOG ELA 570 CRCT Lang. 900, Math 861 and Science 872. Their Grades range from Chorus 100, Algebra 95, American Literature 95, Individual Vocal Project 99, Womens’ Chorus 100, Spanish 100, Chemistry 96. These scores and grades represent a highly motivated student who values achievement. Music is their main focus but you can see the success represented in their general curriculum grades. Another 10th grade student is an intermediate learner. They are in my Beginning piano class Sec 004. Their lextile score is on a constant rise. EOG Spring 2018 8 th grade 1200 to 10 th Grade 2020 , 1460.Local Assessments Map, SAT scores Mathematics not on Track, Reading definitely On Track. This student has had the “gifted” designation throughout their educational career. From Charles Ellis Montessori school through Savannah Arts Academy.

In 2019 they have all A grades with the exception of History which is B+. In Beginning piano class they initially has confusion with the use of tow hands independently. After several weeks of working with them and their practicing they are scoring in the high end of the class with success with the Pass Offs. Performing the assessment songs at the end of units. I have another 10 th grade student white with non Hispanic origin. Their Lextile scores have been steadily on the rise. From middle school grade 6 level at 1140 to currently the level is 1460. Their Ga Milesotne Readiness show that they are a level 2-learner. This student is an Orchestra major (Dbl Bass player). They have consistently voiced that they are not ready to perform the Pass Off. Since this student is left handed and reads the Bass chart better than the treble clef. I have taken additional time with this student as an accommodation. Explained that the editors choice of fingering is the correct choice.

I will gather and assimilate the information provided by the counselors’ office concerning students with 504 assessments and IEP’s. Their learning needs are my top priority and focus. I will allow procedures to be set in place that accommodate 504 and IEP students. For example, one strategy in place for accommodations will be to allow enough instructional time for 504 and IEP students to learn proficiency with the 12- Bar Blues form. The majority of on the spectrum students are enrolled in Beginning Piano II. Most students in the class are not piano majors but are choral majors, orchestra majors and band majors. As such they all read music, know the elements of music and what music vocabulary terms mean. However I will conduct a pre-assessment to determine their prior knowledge of music, what they know, what they can do and what they need to learn to do. Evidence of prior knowledge will be collected by administering tests and quizzes and by listening to students individual performance to assess what their level of piano performance is and what they are lacking in piano pedagogic skills. I will administered assessments that target the following categories of piano pedagogic technique: Left hand piano fingering, Right hand piano fingering, Left hand piano pitch, Right hand piano pitch, Tempo, Articulation, Pedaling and contextual understanding of the repertoire. All instruction is aimed at the development of the students as a musician a performer and as a professional adult.

Source: Dr. Christopher Chandler

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Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the official policy or position of Genesis University.