Reflections at Centreville High School

PRE-MIDTERM- FULL Warm Up
In reviewing my teaching of High School Symphonic Band I noticed a lot of improvement since my last placement. 
Pacing- The pacing of my Warm-Up was a little bit too brisk for the students.  I noticed that warm-up exercises (which are normally memorized) were not memorized and required music.  This wasn't the main issue, the main issue was that students were having trouble navigating all of the various tabs and websites. I need to slow down to allow students to navigate and prepare their instruments (due to the instrumental masks). 

Procedure- My procedure was very well executed. I began with physical stretches (including percussion specific stretches), moved to breathing gym, long tones, scales, f-stretches, and lip-slurs. One thing I would change is adding an "ensemble" sound warm up, to help students listen to each-other more. 

Adaptation- I adapted the tempos of the lip slurs and scales based on students ability levels. Scales were adapted to whole notes and half notes to allow students more time to prepare for the next note.  I changed the scale to match the other topics covered in class.  Percussionists became very bored of the warm-up so I challenged them to play and roll every note in octaves, this challenged them and re-engaged them in the warm-up. Overall; tempo, key signature, and rhythm were constantly changed and adapted to students needs. 

Modeling/Content Knowledge- I modeled the beginning of warm-ups on my trumpet. I quickly realized that the students needed me to keep visual time more than they needed my playing with them. I could use more air in my trumpet playing. In terms of content knowledge I struggled with alto sax fingering and transpositions.  Students needed aid in transposing and I completely blanked. I immediately practed my transpotions that night haha. Overall I was able to help the brass players and percussion players with fingerings, rhythm, and advancements. 


PRE-FINAL Teaching Stars and Stripes
Pacing- My pacing was pretty brisk but attainable for the in-person students. We moved through measures 71-127 (dog fight, second strain, and grandioso). This was the most challenging portion of the march but the students were able to stay with my quick pace. 

Procedure- My procedure consisted of listening to 16 bar sections, fingering and air patterns, then playing together. I addressed 1-2 issues after we played it together, played again, then moved on to the next section. The issues addressed were generally style, and key signature. 

Adaptation- I adapted the tempo and pace of the rehearsal to meet the students needs. I slowed down sections of Stars and Stripes to allow students to figure out some of the more tricky sections. I also had students sing and listen to their parts through smartmusic. Some additional adaptations used were me showing brass fingerings and modeling the sound and style goals by singing. I was able to help the percussionists stay in time as the snare part is tricky. 

Modeling/Content Knowledge- I was confident in my knowledge of the piece. I felt my teaching of style, and rhythm were very accurate and appropriate. I was able to help brass players with fingerings and help the piccolos on the grandioso section by telling them who to listen to.