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Example of Secondary Instrument

Link of video of performance in recital of Art of Teaching Beginning Instrumentalist:

https://drive.google.com/open?id=0B2eqgfp3lTJ_dHNLZDhtYko2cVk

Reflection on the Process

https://drive.google.com/open?id=1g5orpmhacjhIJdMO0iqVfGOw2fQ-H2vi

 

 

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Final Teaching in Art of Teaching Beginning Instrumentalist

Final Teaching Video Link: https://drive.google.com/open?id=13ufFr2UyAUk2Xanv7ofj16SvylkOs0uP

My final teaching at South Valley Jr. High was not my best performance looking back over the entire semester. I spent too much time going over rhythm. I noticed students who were not counting back the rhythm correctly and I continued to fixate on trying to get every student to hear, feel, and display their understanding of the rhythm within the section I was working on. However, it did not seem to go over completely well. Looking back to when I was in band, or even in general elective classes, there were always teachers who wanted to work on the class as a whole and noticed the few outliers which they would spend too much time on causing the rest of the students to become quite bored. This is exactly what I ended up doing. I spent most of my lesson time on they rhythm rather than getting them on their instruments and truly utilizing the time I had to try and hit every step in my lesson plan.

My personal objective was to have the students display a characteristic sound and display finding correct pitch by finding the “center” within their section and then as a brass section. I was unaware that this program of just brass was so large. It was a great experience, since I was honestly expecting to see 5 trumpets, 5 trombones, 1 baritone and 1 tuba, but that was obviously not the case! The instructor, Mr. Bannon, already had his brass playing with a characteristic sound, so when I heard the students place their starting pitch it was already good enough in my head to move forward and not even bring up the characteristic sound concept. I was able to shortly work on finding the “center” of the sound with the trumpet section. It was a bit difficult since they were not used to working with me. It was hard to articulate that I wanted them to keep playing while I was talking over them so they could keep listening to their pitch and find the balance. I ended up just telling them to bring out the D natural more. What I wish I could’ve done was have one pitch on one hand and the other pitch in the other hand and the students following dynamically with my hands. I feel this would help them hear the balance within their section and experience what sounded good and what did not. However, I was running short on time and just asked the D to be played out more.

I also noticed how even though I did state where we were at and where I wanted them to begin and end, they still needed constant repetition. Much different than working with my peers, where you say “Let’s start here” at least twice and everyone is together. But as Dr. Sullivan instructed me at the end is that I needed to repeat where we were starting an absurd amount of times because enough is just never enough.  

One thing I have noticed from watching past videos is that my voice is not as shaky. I am actually more confident as the semester goes on. I was scared to work with wind instruments since I have little experience with them as a percussionist. However, I’ve learned throughout this semester that I have my strengths and my weaknesses and both aspects always need improvement. In the next semester of Advanced Instrumentalist, I would like to work more on transposing instruments. It would be great to have a hypothetical opportunity to have to transpose a piece due to your class only have these kinds of instruments from concert pitch. I also look forward to working on my conducting. I did not work on it as much as I should and feel that I need more experience working with the score and performers.

Recruitment Video Reflection 

This project was a great experience. I wanted to do a lot with our video but my group was not willing to put as much work as I wanted into it. I was left with completing the last half of the video where I could do a little more for it. It was tough working with individuals who did not want to put more effort into the project. At first, I wanted to complain but it was a good experience for working in the teaching world. When collaborating with other teachers, many won’t want to put in the extra hours to make their classroom and lessons more than amazing for their students. Other teachers will want to do the bare minimum because they don’t have a drive to do more. Now that does not necessarily restrict me in going all out in my own classroom, but, it does restrict other students underneath these other schools because they will not have a passionate teacher who wants to push their program and students to be their best. 

Another way this video was a great experience was that when I added the last half I completely forgot about Orchestra! I did mention that students should join it but I forgot to put pictures up of string players in the slide show. This made me realize how rooted I am in band that I completely dismissed Orchestra. This made me think about how restricted I was as a student and how restricting American schools are in music. There are few music programs that reside out of Orchestra and Band. I never see schools have a class specifically on instruments like the banjo or ensembles such as mariachi bands. It is something to think about how we limit our programs from growing towards instruments other than what everyone expects to see.  

I also did not have enough time or ability to show what all the instruments look like in a case and what each instrument needed for their care. I understood when we received critiques that we only showed a woodwind and left out brass and strings. I had more time for this project I would have loved to have more instruments so parents and students can see all the things musicians have to use to take care of their instruments. 

Art of Teaching Choral Musicians End of Year Reflection

 

Reflection for Art of Teaching Choral Musicians

Looking back at I think my philosophy is the same. However, I have a deeper feeling and understanding for this philosophy. When Mr. Evans told us that our students need to feel loved and need feel that they have a safe space they go to I was taken back. I thought it was a strange idea. Growing up conservatively, my family and school life has not provided a place where I would always be able to feel safe. It was honestly a strange idea when I first heard it. I understand clearly now what that means. I want my students to feel loved and that they have a safe space to go to. When they walk into the classroom they need to leave their problems from home, school, or with one another, at the door. People need music now than ever before. The world is scary and if they can express innocent joy through music what’s to say they can’t? My students will always have a place in my classroom to set aside their worries and turn their attention to something that uplifts them.

The aspect that I have grown the most as a teacher is learning to understand where my students are coming from and how to love them. It is easy to feel overwhelmed by trying to push your ensembles to achieve higher level of abilities and not living in the “now”. I tend to get caught up in the if’s and what’s of progressing. I have learned that you are right where you need to be. That statement on its own is hard for me to accept. I am hard on myself and that tends to bleed into my teaching. I want to loosen my grip of being hard on my students. The way in which I have learned to fix this is by loving the students I have with all their positives and disadvantages. Having said that I still need to grow away from trying to get too much out of my students. Sometimes I forget that they won’t all be music majors and that they are in it for the fun. I recently have gotten better at knowing they are mostly there for the fun of it. I need to attend those students who are their to enjoy their time making music equal amount of focus compared to those who excel within music.

As a non voice major, what was lacking in this course was not being explained certain terms like the “breaking point” or terms that are overlooked by vocalist because they are so commonly used. I did end up looking into these terms and also asking questions when I did not fully understand them. I would like to learn how to teach a kid to use healthy vocal techniques and how air flow works and just how do you sing healthily? It is relatively easy for a vocalist to understand how to warm up or what techniques there are. Therefore, I wish there was a day where we could have dived into the specifics of that. I had tried to take the Vocal Lab class but it was cancelled and I wasn’t able to take that class. That would have helped when coming to this class but that is the only complaint that I have even though I know this class is not for teaching aspects such as this.

 

Digital Hybrid Lab Post 10

I came up with the idea that the students we are working with would collaborate with us to make a song that would be played at their school dance. So far the process is going smoothly. It is really cool to be able to instant message the students and get quick responses from them and know when they are online. I like this more than the project with Rogers students because we are able to talk to these students more directly. Now the one thing I don’t like is how limiting soundtrap is. If you want to use loops in the library soundtrap provides you have to have a certain subscription to get those. However, soundtrap is easy to use to do basic recording and piano roll notation. So far I think this project is going well.