Lesson Discussion & Reflection

1.) To what extent were lesson objectives achieved? (utilize assessment data to justify your level of achievement)
SWBAT: Students will be able to sing two brand new pieces and learn the basic idea of how the overarching pieces should be sung based on the discussed concepts during the lesson that they will demonstrate by singing in the choir. The lesson objectives were achieved to a high level. By the end of the lesson, the students were able to sing through both pieces from beginning to end without much error just as I had hoped. The first piece Requiem was a piece that I picked out for the group that I knew would give the choir an easier time when looking at it for the first time. This gave me some leverage on some larger musical concepts I could cover more like phrasing and dynamics because the overall piece was more simplistic than music they have worked on in the past. The second piece The Storm is Passing Over offered more of a challenge to the students. Though they were able to eventually grasp the entirety of the piece like I had hoped, but there could still be more work done on it if I were to progress on this lesson in the future. Overall, the students achieved everything I hoped they would during this lesson; there are just rehearsal techniques that I need to refine for myself that would help that group succeed during my future lessons.

2.) What changes, omissions, or additions to the lesson would you make if you were to teach again? I would make sure to set aside more time to work with specific sections of the choir. Generally this is a very advanced group compared to some other groups I have worked with, so it was my goal to mainly work on reading through the new pieces and achieving a standard that would have the students read through both pieces comfortably with the given amount of time that was allotted for my lesson. I now have a much better idea on what that group can sight read and work up in a short amount of time, so if I were to refine future lessons with the RMHS singers, I would again make sure to pay close attention to what specific students and sections of the ensemble need to make the most out of a piece of music. I am always a little nervous when I get up in front of a group, especially if I have to teach, but I found out that I give that sense of nervousness away by swaying or shuffling my feet side to side when I am talking about things pertaining to the lesson. If I could focus on speaking in one general area if I were to teach again, that would be very beneficial for me to do. If I were to teach again, I may have the choir break up into sectionals and have the section leaders run sectionals. This will help refine specific parts further than I was able to cover during my original hour long lesson. Next

time, I would be sure to review and cover in more detail the syncopated sections of The Storm is Passing Over Those sections tended to be the more difficult for the choir to sing through and it should have gotten more careful attention. 3.) What do you envision for the next lesson? (Continued practice, reteach content, etc.) I envision that I will bring more new musical experiences to the students. I would offer more opportunities to for them share their thoughts about a piece of music and give them the chance to work on their own and teach each other a new piece of music or one that they are working on. I have gotten much more comfortable around the students since my last lesson, but I still have weird quirks that I need to take care of as I progress to the end of the semester. Things I do like fidgeting or unnecessary movement as I speak will only get better the more I teach. My next lesson or moment where I will be up in front of this group of students, I will now know what my tendencies are and what I probably will do if I get nervous. I just need to focus on what I am speaking about, relax, and just get comfortable speaking in one general area. I have been so privileged to get wonderful feedback from my cooperating teacher about my conducting style in front of the choir and it happens that I may not be reflecting on what I want to do with a choir compared to what I would do with a band. I have learned that I can move away from a much more basic pulse or beat when conducting and move to something a little more suitable for a more advanced choir. Showing the larger beats and phrases will help the choir sing to their full potential. Next time I need to make sure that I look for everyones full attention throughout the lesson. There was a student doing other homework while I was teaching at the start of my lesson and I need to make sure that everyone is paying attention to what I have to say so that everyone is right there with me every step of the way.

Reflection and Critique What are you discovering about your teaching style in front of students, your preferred instructional style, your planning and delivery? With my delivery, my goal is to see results clearly. I expect to see the results that I am looking for visually or aurally depending on what is being asked of the students. If something is unclear or the students seem to struggle with what is being asked of them, it is up to me to explain it once more or in a completely different way that speaks to each student. If my planning is strong, then that gives me a little more leverage on how to help my students in cases like this. My instructional style follows my own personal experiences and beliefs that I have acquired in my education thus far. In many subject areas, many teachers find that they prefer to give students one chance to make things right, whether that is on a quiz, taking a test or just a homework assignment. After one grade mark, that may be the final and only mark a student gets for that piece of work. With music, I believe that students should be able to express a piece of music in multiple ways. There is no right or wrong way to interpret a piece of music. Students may make mistakes due to a miss reading of the music on the page, but that doesnt mean that they should get a bad mark. In my music classroom, students get the chance to refine their musicianship. It is human nature to make mistakes, but it is my job to help my students make corrections, which is something that fits into my instructional style. I am flexible with anything that is asked of me and I expect my students to do their best to be flexible as well. What have you learned about yourself over the semester? I have found out that I am the kind of teacher that always wants my students to enjoy themselves when I am in front of them. If I find that they are not engaged at any point or are not connecting with the presented material, I am not doing my job to the best of my ability. Whenever I have felt a loss of interest or engagement from the students, I always find that these are the times that I reflect most upon because I feel that it is very important that I connect with them. If I am not connecting in the best possible way that the students need me to, then I need to refine what I am doing as a teacher, which is what I continue to do each time I teach. I have gotten to know so many wonderful students this semester, each different in their own way. It is very important to me that I am able to engage the entire class with my lessons, but more importantly, each individual student. This is something that I know I will continue to get better at doing as I get more experienced with my teaching style and abilities.