Required ResourcesRead/review the following resources for this activity: Textbook: Chapter 9, 10 Lesson Minimum of 1 scholarly source (in addition to the textbook) InstructionsThis week you will use your readings from the past week as a point of departure to create your own artistic production and a reflection paper.Part 1: Art CreationSelect a poem, musical piece, or dance piece to use as a point of inspiration. Create a work of poetry, lyrics, music, or dance, inspired by your selected art piece. Video or audio recordings should be no longer than 5 minutes and must be in MP4 format.Note: If your art creation requires a separate file submission, please submit in the Art Creation Submission (Recordings) area following this assignment.Part 2: ReflectionWrite a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper: Introduction Inspiration Piece Include the inspiration poem, lyrics, or recording of musical or dance piece within the document. Use a link in the case of a recording. Record the title, artist/author/composer, year, and place of origin. Briefly explain the background of the inspiration piece. Your Art Piece Include your original poem or lyrics within the document. If you selected a musical or dance piece, submit as a separate file in the Art Creation Submission (Recordings) area following this assignment. Provide a title. Explain the background of your piece. Connection Explain the thematic connection between the two pieces. How are they similar and different? Are they the same medium? How does the medium impact what the viewer experiences? Original Artwork Requirements Methods: typed poem or lyrics, or recording of musical or dance piece No computer-generated pieces Writing Requirements (APA format) Length: 1.5-2 pages (not including title page, text of inspiration piece, or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 1 scholarly source)

Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.Read the case study below to inform the assignment.Case Study: StephanieGrade: 5thAge: 10Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite book is If You Give a Mouse a Cookie by Laura Numeroff. Stephanie writes very little and relies on the Picture Exchange System as her primary form of communication.Stephanie attends the fifth grade English language arts class for exposure to more appropriate grade level content and socialization. She requires frequent breaks and one‐on‐one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher and follow the modified curriculum from the state department of education.For standardized grade‐level testing, Stephanie participates in the yearly Alternate Assessment. The assessment is administered orally by the teacher and a proctor is present. The assessment is multiple choice and the administrator can accept eye gazing, finger pointing, and verbal responses to answer questions. The assessment is not timed and the teacher can apply the 10 response rule: If the student does not respond after 10 questions, the teacher can end the assessment.Assignment:Use the “ELA Mini‐Unit Template” to complete this assignment.Part 1: Student GoalWrite a measurable reading comprehension goal for Stephanie’s IEP. Within the goal, incorporate an alternative and augmentative communication system to support her communication and learning.Part 2: Mini‐UnitCompose a mini‐unit of three ELA lesson plans for the general education classroom that incorporates your ELA standards for teaching reading comprehension to fifth graders.For each lesson plan include differentiated activities and assessments for Stephanie that use the AAC system identified in Part 1 to allow her to access the curriculum and address her measurable IEP goal.Part 3: RationaleProvide a 250‐500 word rationale that explains how your mini‐unit instructional choices are developmentally appropriate for teaching the content standards, and how the differentiated activities and assessment will allow Stephanie to meet her goal and fully access the curriculum. Address how your accommodations and differentiation create a supportive learning environment that encourages self‐advocacy, increases independence, and emphasizes safe and ethical use of information and technology for Stephanie.Support your rationale with 2‐3 scholarly resources on best practices regarding semantics/language disorders and the use of assistive technology.APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. College of Education (COE) program competencies and national standards assessed in the benchmark assignment:COE 2.4Create a supportive learning environment that encourages self‐advocacy, increases independence, and emphasizes safe and ethical use of information and technology. [CEC 2.1; ICSI.2.K1‐K4, ICSI.2.S1, ICSI.2.S3, ICSI.2.S4, ICSI.2.S8, ICSI.2.S9; IGC.2.K2, IGC.2.K3, IGC.2.S2; InTASC 9(f); ISTE‐T 4a, 4b, 4c; GCU Mission Critical 4, 5]COE 3.3 Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3; ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21; IGC.5.S23, IGC.5.S24; InTASC 3(a); GCU Mission Critical1, 2, 4, 5]COE 5.2 Use technologies to support instructional assessment, planning, and delivery for individuals with disabilities. [CEC 5.2; ICSI.5.K2, ICSI.5.K3, ICSI.5.S7, ICSI.5.S14; IGC.5.K1, IGC.5.K3, IGC.5.S1, IGC.5.S7, IGC.5.S23‐25, IGC.5.S29; InTASC 6(g), 6(i), 6(r), 8(b); ISTE‐T 2a, 2d, 2c; GCU Mission Critical 1, 4]COE 5.3Evaluate and select appropriate augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with disabilities. [CEC 5.3; ICSI.5.K2, ICSI.5.K3, ICSI.5.S15, ICSI.5.S19, ICSI.5.S20; IGC.5.K1, IGC.5.S7, IGC.5.S21; InTASC 3(h), 8(g); GCU Mission Critical1, 4]COE 5.4Use strategies to enhance language development and communication skills of individuals with disabilities. [CEC 5.4; ICSI.5.K2, ICSI.5.S19; IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); GCU Mission Critical 1, 4]

How did cinéma vérite come about and what was its underlying philosophy? In what ways and why, did this deviation from the norm influence mainstream films and their use of music in the narrative?It was said that John Williams was able to support the emotional core of the film within his music. How did Williams’ approach differ from modernist film composers in the 70’s? List examples of films and important names in your response.Throughout the 60’s to 80’s there were a considerable number of counter practices against the classical film score. During this same period John Williams’ was involved in a number of different aspects of performing and composing. How did the experiences of Williams through this period place him in a unique position to embrace the post-modern approach in film scoring?Please view the film before answering the next question. Kalinak outlines 3 cues from The Empire Strikes Back: The Main Title, Darth Vader’s leitmotif and the ice battle on the Planet Hoth.In what ways do these cues exhibit 1.narrative connections by helping give structure to the film (recall the statement that Williams; music guides the audience to what they want to see), 2. late-romanticism and 3. connections between leitmotif and orchestration.List 2 specific instances of how leitmotif, cinema vérite vs late romanticism, the classical film score, and your understanding of Williams’ unique compositional approach influenced your viewing and understanding of the film as a film viewer. That is…how did these concepts deepen your appreciation for the film?