Creative Work
When students are asked to make creative decisions and collaborate on creative tasks, it is important for them to know what outcomes are expected before they begin their work. Use a rubric to clearly outline the assignment criteria. Be specific about time allowed for completion.

In-Role Teaching
The teacher engages in role-play along with students, taking on a character appropriate to the drama. Kathy uses in-role teaching during Critic School.

Reinforcing Vocabulary
It is helpful to reinforce new vocabulary for students when they are describing what they hear. Sometimes this means interpreting physical representations as auditory descriptors. Gestures or facial expressions may need a bit of clarification: “Do you mean the music is getting louder?”

Restating Questions
In the Musical Cues lesson, there were times when the Learner Teams had trouble responding to Susanne’s questions about the music they heard. It helped them focus their thinking when the questions were restated in a simpler way. For example:

“What is the difference between Zoe’s first theme and her second theme?”
(No response.)
“Just look at the music. What is different?”
“The second theme has more notes.”

Tuning Fork
In order to sing the musical examples at the correct pitch in the Musical Cues lesson, Susanne used a tuning fork before she began singing.