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DDD 3

The instructor began the class with a warm up scale exercise and then had students work through techniques exercises at increasing tempos. Next, the brass ensemble rehearsed and ran through their concert music, stopping to discuss what went well and areas needing improvement. The teacher often modeled parts and provided feedback to students. Students paid close attention during the lesson and were respectful of the teacher. A supportive learning environment was created where students critically thought about and improved their playing.

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76 views

DDD 3

The instructor began the class with a warm up scale exercise and then had students work through techniques exercises at increasing tempos. Next, the brass ensemble rehearsed and ran through their concert music, stopping to discuss what went well and areas needing improvement. The teacher often modeled parts and provided feedback to students. Students paid close attention during the lesson and were respectful of the teacher. A supportive learning environment was created where students critically thought about and improved their playing.

Uploaded by

api-439220457
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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MUSIC 232: Fundamentals of Music Teaching

Diners, Drive-Ins, and Dives


Class Observation Log #3
Your name: Garrett Prall
Time: 1:00 - 1:50
Location: Iola Middle School
Subject: 6th Grade Brass Ensemble

Draw a diagram of the room.

List resources used by the teacher/instructor.


• Music Scores
• Conducting Baton
• Fundamental Instrument Tech Book Teacher Copy
• Trumpet

List resources used by the students.


• Music Stands
• Instruments
• Music Parts
• Pencils
• Fundamental Instrument Tech Book

Give a detailed account of the sequence of instruction. How was the lesson introduced?
How was the lesson developed? How was the lesson concluded?

The instructor began class by warming up the ensemble on a concert Bb major scale. Afterwards,
the students flipped to an exercise in their techniques book. The ensemble started the exercise at
a slow pace and worked up to 100 beats per minute. Afterwards, the ensemble went to rehearse
some of their concert music. They began by running the piece all the way through. Afterwards,
the instructor asked the students what they noticed about the run-through. First, what positive
parts they noticed, followed by what went wrong. The group then worked on the song in small
pieces for the rest of the class.

Name and describe the instructional strategies employed by the teacher/instructor (e.g.
cooperative learning, “think, pair, share,” lecture, group discussion, modeling, etc.).
The instructor often modeled the parts for students when they needed assistance. When students
were unsure about pitches, the instructor would play it for them on his trumpet. Whenever
something went wrong with a piece of music, he would ask the class what the problem was and
how it could be fixed. The class was asked to think about their performances and what they could
do to improve.
Describe the presentation of the lesson. How did you perceive what went on?
The class was set up in an arc around the conductor's podium. Students were very intent on the
lesson and paid a great deal of attention to the teacher. There was almost no talking. Students
were very attentive to everything their teacher told them. The environment was under control and
disruptions almost did not exist. However, this was not an environment of fear, but great respect.
The instructor paid close attention to everything his students said and took it into consideration.
He made it easy to see that he cared for his students.
On an additional sheet of paper, describe the learning that took place.
A great deal of dynamic learning took place. Students were constantly asked questions about
their playing and how it could be improved. They were asked to think critically about the music
and were encouraged to share their findings with the class. The group was supportive of one
another. If a student made a mistake, their neighbor would offer encouragement and advice on
the section they struggled with. The instructor succeeded in creating a community of learners in
his classroom.

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