Halla Hilborn

MUS 447
Dr. Kroesche
22 June 2014

Lesson Observation: 1


Elizabeth Rowin, violin
June 11, 2014, 1:45-2:45pm


1. The Opening
Professor Rowin began the lesson by talking over with the
student what was covered during the last lesson. Then she asked the
student what they would like to work on first. They began reviewing
scales and arpeggios in A major as well as the students jury piece.

2. Introduction to New Material
As they reviewed the material, Professor Rowin introduced
new concepts and skills that would help to improve the students
bowing and projection of the scales. She introduced the Colle
exercises, and explained how it worked. The student was to straighten
and curve his right hand fingers to produce a biting sound. This
exercise was designed to promote right hand dexterity and
smoothness of the bow arm

3. Guided Practice
Professor Rowin played the Colle exercise while modeling the
correct hand position for the student. She then designed a system for
working on the exercises. The student was to practice making a
ringing sound on open strings and then incorporate string crossings.
The student was to continue to work on the right hand and ringing on
open strings, and then gradually add fingering patterns.
During the guided practice, Professor Rowin was constantly
observing the student and giving feedback. She also asked the student
to think of an adjective, to describe the sound that they were trying to
obtain. This was very successful, and the student corrected his sound
after the first attempt.

4. Independent Practice
Not Present






5. Closure
The lesson closed, as Professor Rowin and the student talked
about what was to be done before the next lesson. Professor Rowin
wrote down instructions in the students notebook, and repeated
verbally what was being written. They also discussed goals for the
next lesson as well as the semester.


1. Describe the learning environment and rapport the teacher has with the
student
The lesson took place in one of the faculty offices. It was a very
quiet space with no outside noises. The room was also acoustically
loud enough for the instrument. There was not a lot of clutter or wall
hangings within the office, which meant there were few visual
distractions.
The professor and student also had a good rapport with one
another. Professor Rowin had been teaching this student for a year.
Therefore, the professor and student were both at ease with one and
another, which allowed for a comfortable, friendly, and productive
lesson.

3. Describe a sequential teaching method used.
During the Colle exercises, Professor Rowin broke down a
complicated exercise into smaller steps. She began by having the
student straighten and curve their fingers on only one string. Next,
she had the student produce the biting sound while changing strings.
Once the student was able to straighten and curve their fingers even
during string crossings, the left hand was introduced to fingering
patterns that corresponded with the right hand exercise. This
sequential method, allowed the student to master small tasks, while
building upon them to create a final product.

6. Describe the use of Modeling during the lesson
Professor Rowin used modeling during the lesson, as a means
of explaining the exercise that was to be taught. Instead of explicitly
describing the steps that the student was to perform, Professor Rowin
had to only play the exercise a few times for the student to
understand what to play. Then she would give a few remarks as to
how the student was to achieve that sound. The use of modeling,
allowed the professor to avoid using long descriptions and
conversation, while giving the student a faster way to comprehend the
exercise.



Halla Hilborn
MUS 447
Dr. Kroesche
22 June 2014


Lesson Observation: 2

Lois Kaarre, piano
June 11, 2014, 5:00-5:40pm


1. The Opening
Professor Kaarre began the lesson by asking the student about
how school was going, and the trip that he was taking. Next, the
student reviewed their scale from the previous lesson. Professor
Kaarre used the Socratic method to allow the student to problem
solve for the scales relative major. The student also played the chords
and exercises that had been assigned from the previous week.

2. Introduction to New Material
Following the review portion of the lesson, the student was
given a new set of exercises to prepare for the following lesson. The
student was also introduced to the concept of enharmonic notes, such
as C# and Db.
Next the student played their recital piece Take Me Out to the
Ball Game. In order to introduce a new concept of counting
throughout the song, Professor Kaarre played the duet part to the
piece.

3. Guided Practice
As Professor Kaarre and the student played the duet, the
student was practicing how to count the piece. Professor Kaarre had
the student count out loud as they played. This allowed the student to
remain in time, while focusing on the notated rhythms of the piece.

4. Independent Practice
The student was assigned a new song from their method book.
Professor Kaarre purposely gave no instructions to the student, with
the intent that the student figure it out individually.






5. Closure
The lesson closed with Professor Kaarre writing down the
assignments for the next lesson in the students notebook. As she
wrote, she asked the student what pages the exercises were on. This
kept the student focused on the lesson and the assignments.


1. Describe the learning environment and rapport the teacher has with the
student
The lesson took place in Professor Kaarres office. This
provided a quiet environment for the lesson. The space was
somewhat cramped, however, there were few distractions to distract
the student. The rapport between the student and professor was easy
going and relaxed. Although the student was a young, beginner, he
understood the requirements for the next lesson and was comfortable
in the lesson environment.


2. Teaching technics you observed being used to overcome an obstacle.
Professor Kaarre helped the student overcome their obstacle
of rushing. When the student began rushing their recital piece, the
entire piece began to fall apart. Professor Kaarre had the student
count out loud and play the piece again. By introducing this concept,
the rushing stopped, and the student played the piece perfectly.


4. Describe the use of questioning and/or checking for student understanding
that was observed.
As Professor Kaarre taught the lesson, she was constantly
checking in with the student for understanding. As she introduced the
concept of enharmonic keys, she asked the student leading questions
to check for understanding. When the student played a wrong
fingering, she would question them, in order to allow them to problem
solve what the issue was, and how to correct the problem. At the end
of the lesson, Professor Kaarre checked with the student to see
whether they knew what was to be worked on for the next lesson.









Halla Hilborn
MUS 447
Dr. Kroesche
22 June 2014


Lesson Observation: 3


Alta Dantzler, voice
June 19, 2014, 12:00-1:00pm


1. The Opening
To open the lesson, the student performed warm-up exercises
as Professor Dantzler played along on the piano. As the student
performed the exercises, Professor Dantzler gave descriptions as to
the kinds of articulations that were to be used. She also gave
metaphors to help the student perform the articulations correctly.
Professor Dantzler used these warm-ups to begin working on a new
concept.

2. Introduction to New Material
Through the warm-ups, Professor Dantzler discovered a new
technique she wanted to work on with the student. They began
working on releasing tension in the mouth and worked on opening
the resonators and soft palates.
Professor Dantzler also began working on the students
breathing and tendency to overblow. The student used open vowel
exercises in order to work on breathing.

3. Guided Practice
When Professor Dantzler wanted to work on the students
breathing and overblowing, she developed an exercise to address the
issue. The student performed open vowel exercises to develop clarity
in the vowels while keeping the resonators open and not overblowing.
The student then began working on her songs for the semester.
As the student began singing, Professor Dantzler began to work on the
students breath expansion. She then devised an exercise to help the
student practice it. Professor Dantzler had the student hold the ball
between the wall and her stomach. This allowed the student to
become more aware of her breathing and inhalation.

4. Independent Practice
Not present.

5. Closure
The lesson ended promptly at the end of the hour. There was
not any checking for understanding at the end of the lesson. However,
closure occurred throughout the lesson. After a new concept was
introduced, Professor Dantzler would talk to the student and check in
with them for understanding. This allowed the student to ask
questions about the exercises and clarify any problems throughout
the lesson, rather than only at the end.


1. Describe the learning environment and rapport the teacher has with the
student
The lesson took place in Professor Dantzlers home. The
environment was comfortable, welcoming, but also very quiet. The
openness of the room was also acoustically loud enough for the
students voice. This allowed for a very focused yet comfortable
lesson. The student and professor seemed very comfortable and at
ease with one another.

2. Teaching technics you observed being used to overcome an obstacle
Professor Dantzler adapted her approach during the lesson
based on what was working for the student on that day. Usually when
a problem occurred, Professor Dantzler would provide suggestions of
things to incorporate. However, during the lesson, the student
responded better when Professor Dantzler asked the student to do
less. So as later problems came up, Professor Dantzler asked the
student to do less. By adapting her approach to what was effective
during that days lesson, Professor Dantzler was able to be a more
effective teacher and the student was able to perform better.

6. Describe the use of Modeling during the lesson.
As Professor Dantzler created exercises for the student to
perform, she modeled the proper way to perform them. By
demonstrating the exercises, Professor Dantzler avoided a lot of
unnecessary conversation and confusion. Modeling also gave the
student clarification when she was confused about the purpose and
goal of the exercises.