PRE-MIDTERM- Teaching "Mary Had a Little Lamb"
In watching my recording of teaching 6th grade clarinets, I noticed a few things. Pacing- I believe my scaffolding approach was very consistent and well planned. I was very thorough in my instructions verbally and visually on the slides. I was able to revisit areas that students struggled with to clarify rhythms and pitches. Students were more confident at the end of class than the beginning. Procedure- My procedure consisted of modeling the full piece, singing small sections, modeling small sections, put everything together. This allowed for students to slowly and thoroughly comprehend and practice the notes and rhythms of the piece. As we pieced together the small sections, I was able to back track and review sections that students struggled with. Adaptation- Some students were not thriving in the "by rote" environment and really needed the notes spelled out and fingerings shown blatantly on the screen. I was able to model the fingerings on camera while other students sent the note names in the chat. This allowed for a more student centered classroom and helped other students gain confidence in their own practice. Modeling/Content Knowledge- This was the biggest area for growth. We teach students to have their embouchure set before they breathe and play. Every time I counted off, I was not preparing my own embouchure. I also noticed the angle I held by clarinet was too steep and I needed to hold the clarinet farther away from my body. Lastly I noticed I was squeaking on some of the higher notes, I later attributed that to using hot air instead of cold air. My knowledge of fingerings was well executed and prepared. PRE-FINAL Teaching "Seven Nation Army" In watching my recording of teaching 6th grade saxophones I observed a few things. Pacing- My pacing again was very consistent and well planned for. I felt and looked confident in my teaching. My pacing was a bit optimistic but I still reached my goal by the end of class. Students had issues when trying to remember the order of the notes. Procedure- My procedure consisted of modeling the full piece, singing small sections, modeling small sections, put everything together. This allowed for students to slowly and thoroughly comprehend and practice the notes and rhythms of the piece. As we pieced together the small sections, I was able to back track and review sections that students struggled with. Adaptation- There was a LOT of adapting in this class. Seven nation army includes triplet rhythms which were not covered in rhythm practice yet. Students modified the rhythms to be more duple as dotted eighth notes. We also had to modify the piece to be the same line twice rather than learning the second line. instead of "la la do la sol fa mi, la la do la sol fa sol fa mi" we just repeated "la la do la so fa mi". Students also struggled with the lower octave. I modified the piece to start in the top octave and towards the middle-end of class shifted things back down to the bottom octave. This allowed for them to hear the correct notes and get the fingerings correct so that they could focus on the lower octave. Luckily on saxophone you just have to press/release the octave key. Another adaptation students required was written down pitches. Instead of the solfege "la la do la so fa mi", I adapted to note names. Modeling/Content Knowledge- I was confident in my solfege, note names, fingerings, and playing. I was able to consistently produce and good sound on the saxophone in both octaves. I had been practicing saxophone quite a lot so was very proud of myself.
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AuthorI will share reflective essays, philosophical documents, and other assignments. Archives
May 2021
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