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Elyse M HatchMusic Education Portfolio105 Peachtree Village Hackettstown, NJ 07840 860.716.6633 elyse.m.hatch@gmail.com

EducationMiami University, Oxford, OH Bachelor of Music in Music Education, FluteCumulative GPA 3.79/4.0 Major GPA 3.87/4.0 Graduated May 7, 2011, Magna Cum Laude

Resident Educator License, Music pre-K through grade 12

Thematic Sequence: Developmental, Social and Educational Patterns in Individuals With Exceptionalities Objective: To obtain a teaching position where I can enrich the lives of students through an appreciation for music.

Music is a unique medium that adds a new dimension to a students learning.

Benefits:Music is an outlet for students to express themselves creatively.

Performing in front of others will increase confidence and self-esteem.

Participation in an ensemble will help students gain respect, responsibility and leadership skills. Students must work together to create a unified ensemble.

All students can learn to appreciate music.

Music is a fun, rewarding experience that will help students develop into well-rounded individuals. Clearly, music is an essential component of any complete school curriculum.Philosophy of Music EducationPhilosophy of Music Education

Teaching Experience

Educators learn and grow through experience. This section includes different experiences that I have had teaching students of all ages, learning abilities, and personal backgrounds.

School designed for children with ADHD, Aspergers Syndrome, and related disorders

K-8 General Music TeacherSummit Academy Community Schools Dayton, OH 08/11-03/13

Developed music curriculum for all grades that encompasses all learning styles. Integrated music into classroom lessons to enhance core academics. Led after school music studio for students to further explore music. Organized semi-annual student performances: winter concert and talent show. Co-taught Art, PE, and Martial Arts. Coordinated multiple music field trips and tied them into the SIG Grant math, science and reading goals.Acted as a reader and scribe for students with accommodations on standardized tests.Assisted with breakfast, lunch duty, and dismissal.Initiated a canned food drive as admission to the winter concert as a member of the Community Service Committee.

Rhythm/CompositionI believe that it is important to start teaching rhythm and composition at a young age.

Rhythms with PretzelsStudent performing a composition that she wrote (kindergarten).Kindergarten learning to read rhythms.

Movement in Music!Movement is a great way to get students actively engaged. Passing objects to the beat and using body percussion are a few ways that I incorporated movement into my classroom.

Music Note TwisterLearning Presto (fast) and Largo (slow) through movement.

Core Curriculum Integration

I went into classrooms to help reinforce concepts that were being taught through music. Here are a few examples:(video)Language Arts: Read a poem about Halloween while incorporating dynamics in music class.Science: Constructed rain sticks with the stages on the water cycle.Math: Learned note values through fractions.

The Music DojoI developed a school-wide motivational music karate program based on the popular Recorder Karate. Students were to play songs to test for their belts. Characters on the wall were to visually show student progress.To differentiate instruction, I put students in groups based on ability levels. These groups changed weekly basis.Students that reached black belt were given the challenge of composing their own song to receive a rainbow belt.Everyone ended up on Red Belt or higher and received a certificate of achievement.

K-3: Glockenspiel4-5: Recorder6-8: Snare Drum

Middle School: Beginning Woodwinds Beginning Brass/Percussion Jazz Band Concert Band

High School: Gray Band Symphonic Band

Student Teaching (Band)Princeton Community Middle School& Princeton High SchoolCincinnati, OH

6th grade lesson about breathing, posture and tone production.

Visual and hands on:Used a balloon to represent the stomach. Used straws to feel a direct air stream.Blew paper against the wall to test endurance.Pulled an imaginary string to promote good posture.

Peer Evaluation - students gave feedback to each other in the form of comments or a rating on a scale of 1 to 5.

Students were very encouraging and supportive.

Terrific Trombone Tone Lesson

Class makeup - 12 students with a variety of different learning needs.

Student A has down syndrome. He was able to do all of the activities with everyone else except for the written quiz where he had an aide to assist him by reading the questions out loud.

Student F has a Specific Learning Disability and received extended time on the written quiz as an accommodation.

Student H is the only student who received a perfect score on the initial written quiz. Because of this, I asked him to research facts about breathing and do a short presentation for the class. Tone Lesson Continued*Students names have been removed for confidentiality

Tone Lesson: Formal AssessmentThe same quiz was given on the first day of the lesson as the last to measure student growth.On the first day, only one of the students received 5/5 on the written quiz. 5 days later (after all of the activities), half of the class received 5/5.

Practice Contest

During my Student Teaching, I initiated a Practice Contest for all of the middle school bands. The students that practiced the most from each grade every week received a prize. This was designed to help motivate students to practice and to teach them good practice habits which in turn will help make them better musicians.

Marching Band ExperienceDuties:Evaluating Individual PerformanceLeading Sectionals Assisting with Marching Rehearsals

Olentangy High School 2009Flute InstructorWapakoneta High School 2010Piccolo InstructorFairbanks High School 2010Clarinet Instructor

I assisted with the music and art classes at a summer camp with children ranging from 5-12. I facilitated creativity for a younger age group through a variety of activities in the arts.

Summer Place Camp CounselorSummer 2008I have had students ranging from 2nd grade beginners to high school jazz improvisation.In high school, I had the opportunity of running sectionals with the elementary flute players in the Inter-El Band. http://www.summerplaceprograms.com/index.html

The Inter-Elementary Music Festival is a tradition that spans over fifty years. Children from each of West Hartford's eleven elementary schools audition to participate in band, choir or orchestra and over 250 are selected. After weekly after-school rehearsals from February to May the Festival culminates in a performance in Mortensen Hall of The Bushnell Center for the Performing Arts.Private Flute Lesson Teacher2005-present

Performing Experience

Musicianship directly relates to the effectiveness of a music educator. The purpose of this section is to share my performing experience including ensembles in which I have been involved, the instruments that I have played, and items from my senior flute recital.

Miami University Wind Ensemble2008-2010Flute and Piccolo

Doubled on: -clarinet -tenor saxophone -flute, alto flute

Miami University Marching BandTenor Sax 2007 & 2008Alto Sax - 2009Summer Arts Festival Orchestra PitSummer 2007 & 2008West Hartford, CT

Senior Flute Recital

Teaching Samples/Resources

I have compiled a collection of classroom samples that I have drafted that reflect my organization and preparation for the classroom.I have also written marching band drill and arranged music.

National Standards:2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and notating music.Ohio Standards:II. Creative Expression and Communication Concepts:The main concept will be developing an independence when playing chamber music. For some of these students, it is their first time playing in this type of small ensemble setting.Objectives:The students will: Play through the piece.Understand that each part is independent but they all fit together to make a whole.Materials:Score, metronome, pencil

Procedure:1. Show the students the correct set-up for their particular ensemble.2. Try to play through as much of the piece as possible.3. Explain that each student needs to count carefully and that their parts are different, but they need to listen to see how they fit together.4. Determine main problem areas.5. Write in counts for difficult rhythms.6. Bring out the moving lines.Evaluation:1. Do the students have a better understanding of their role in the ensemble? (Everyone is equally important).2. Are the students able to count on their own and play their individual parts? (Not necessarily with all of the correct notes and rhythms). This evaluation is informal and done by observation.Extension:Go back to the beginning of the piece and start working on articulations and dynamics. Lesson Plan:Small Ensemble 1st Rehearsal

12345ToneThe tone quality is not characteristic of the instrument.The tone quality is uncharacteristic at times and lacks support and focus.The tone quality is mostly characteristic but is slightly unfocused and tends to lack support.The tone quality is characteristic of the instrument and is mostly focused.The tone quality is focused, supported, and characteristic of the instrument.Pitch AccuracyFour or more incorrect pitches are played.Three incorrect pitches are played.Two incorrect pitches are played.One incorrect pitch is played.All correct pitches are played.TempoThe scale is played well below the required tempo and is not even or consistent. The scale is played well below the required tempo but is played evenly. ORThe scale is played at an acceptable tempo but is very uneven.The scale is played slightly under tempo and is uneven at times.The scale is played up to tempo but is slightly uneven. ORThe scale is played evenly but is slightly under tempo.The scale is played up to tempo and is steady throughout.Articulation/TechniqueThe articulation is incorrect and the fingers do not move together.The articulation is played incorrectly at times and the transitions between notes are not clean.The articulation and technique is muddy at times.The articulation is clear but there are minor transitional glitches.The articulation is clear and accurate and there is a clean transition between notes.

Audition RubricName:____________________ Instrument:__________________ Date:_________SCALES

Hall high School

BAND HANDBOOK2010-2011 Director, Elyse Cote Sample Band HandbookLetter from DirectorLetter from PrincipalDirectors ObjectiveRules and ExpectationsAudition InformationEquipment Checkout, Storage, and CareMusic Checkout and ExpectationsUniform Care and StorageGradingDisney Trip InformationSignature PageMedical FormCalendar of Events

Scholarships, Awards & Organizations I have been involved in multiple music organizations. I have also received numerous scholarships and awards that reflect my hard work and dedication to my studies and music as a whole.

Scholarships & AwardsAttended theMusic Scholarships and Awards Convocation 2008-2010.Nina Palmer Quay Memorial Scholarship, 2010-2011

Dona Clare Sheley Presidential Scholarship, 2010-2011

Richard A. Steuk Music Award, 2008-2010

Miami University Music Scholarship, 2007-2010

Alberta Lutz Ittel Scholarship, 2009-2010High School - John Philip Sousa Award, 2007

Music Educators National ConferenceMiami Universitys Collegiate ChapterMember 2007-2011

Pi Kappa LambdaNational Music Honor SocietyInitiated Spring 2010

Attended the Ohio Music Education Association Professional Conference 2008-2011ETS Recognition of ExcellenceReceived for scoring in the top 15th percentile on the Praxis II PLT exam.

Kappa Kappa Psi

Epsilon Xi

Service Brotherhood TraditionNational Honorary Band FraternityInitiated: Spring 2008Kappa Kappa Psi Secretary 2009-2010Duties: Keep AttendanceTake Minutes at MeetingsPlan Brotherhood EventsMake Bulletin Board for ConventionCorrespond with other chaptersContact Alumni

Documents available by request:Rsum References/Reference LettersAdditional Teaching SamplesContact InformationElyse M Hatch105 Peachtree VillageHackettstown, NJ 07840(860)716-6633elyse.m.hatch@gmail.com