This was Kelly Birdall's most difficult group, and he let us know that before the class started. I was a little surprised that he indulged so much information, but I think he was a bit embarrassed by the group. As I observed the group, they seemed like a typical freshman band. There was a lot of goofing off, talking, and distracting behavior. Sounds like a lot of fun...
Warm-ups were very simple. Bb scale up and down at a slow tempo. He also had them play the same scale on a few different rhythmic patterns. After class, I asked him if I could try some harmony based warm-ups of my own. He said he was fine with whatever we wanted to try and wished us luck.
His sense of humor was perfect for high schoolers. They seemed to like him as a teacher because he was goofy. It also seemed like they respected him. He would not allow them to push him around in any way that lost their respect. I thought that he maintained a great balance between humor and seriousness.
The rep. was very appropriate. He had the whole group get out a piece and had them all set up to play then said, "All right, turn it in!" "It's too easy for us..." I thought that this was an excellent way to scrap a piece of music without making it a big deal or having the kids feel like they weren't good enough. Great idea!
Monday, March 5, 2012
Tuesday, February 28, 2012
Elements of a Successful Program
1. School/community desire for a program
Deserves a…
2. Qualified & knowledgeable director
Who supports…
3. A clear path for the program (i.e. mission statement)
And understands the importance of…
4. Advanced planning & organization
Will be able to maximize…
5. Time with students
And experience…
6. Efficient rehearsals
Which will inspire in the students an…
7. Effort & desire for excellence (instilled by director)
And create a desire for…
8. At-home practice
So that students can meet the challenges of the…
9. Music (quality repertoire)
Which all work together to produce inspiring community…
10. Performances!
Thursday, February 23, 2012
Band Observation (Feb. 23rd @ 8:15 am)
Sally Nelson has a significantly different approach to teaching than I have ever seen. It was quite the change from the orchestra observations. Ms. Nelson is full of energy and seems to be very organized and prepared. She was very efficient and effective in getting things done quickly. She was having a little bit of trouble with some classroom management issues but handled them very well. When students would be talking in the background, she had no trouble calling them by name and letting them know that she didn't appreciate them being off task.
The music seemed appropriate for the group (even a bit on the challenging side). There was a very talented percussion section that really helped to keep the band together. Ms. Nelson was able to work with small sections quickly and then involve the rest of the group just as she was losing their attention. I was impressed by her pacing and her ability to fix some details while not getting too picky. The group was always reminded of the 'big picture' and this helped them to put the music in context.
The music seemed appropriate for the group (even a bit on the challenging side). There was a very talented percussion section that really helped to keep the band together. Ms. Nelson was able to work with small sections quickly and then involve the rest of the group just as she was losing their attention. I was impressed by her pacing and her ability to fix some details while not getting too picky. The group was always reminded of the 'big picture' and this helped them to put the music in context.
Viola Lesson (Feb. 14th @ 8:15 am)
This lesson didn't go as smoothly as the first. It was difficult to really teach well without some preparation. Austin and I were trying to 'wing it', but neither knew how the music sounded, so we had to sight read. It also didn't help that we didn't have our own copy of the music. I understand that this was good practice to test our musical knowledge and skill, but we definitely would have been more effective with proper preparation.
The kids were great! They seemed to know what they needed to work on the most. We focused a lot on rhythm which was a lot of fun. We had them sing and clap as a group. This really got them to feel the music a lot more than just slowing it down and reading it. Austin led most of the teaching of the rhythms as I stomped the beat. This seemed to work very well for us.
Overall, I really enjoyed the opportunity to be able to teach string sections. I have never had the opportunity to observe an orchestra, and it really helped me to be able to work with the sections in smaller groups. I enjoyed orchestra and hope to continue to work with them in the future.
The kids were great! They seemed to know what they needed to work on the most. We focused a lot on rhythm which was a lot of fun. We had them sing and clap as a group. This really got them to feel the music a lot more than just slowing it down and reading it. Austin led most of the teaching of the rhythms as I stomped the beat. This seemed to work very well for us.
Overall, I really enjoyed the opportunity to be able to teach string sections. I have never had the opportunity to observe an orchestra, and it really helped me to be able to work with the sections in smaller groups. I enjoyed orchestra and hope to continue to work with them in the future.
Saturday, February 11, 2012
Pep Band Observation (Feb. 11th @ 4 pm)
They started in the band room by socializing and getting their instruments ready. Mr. Birdall casually tuned the woodwinds to A and then the brass to Bb. That was that and we went on over to the game. The Star-Spangled Banner was incredible! The arrangement was simple and reverent. There were some great ornaments for brass at the end. The band seemed very disciplined. They all wore white tee-shirts and looked sharp.
The instrumentation of the pep band was different from my pep band in Polson. They had a barry, a few tenors, some altos, a bass clarinet, and some trombones. Their three trumpets seemed to project well enough. They also had some big bass trumpets that I had never seen before. Their ten clarinets, ten flutes, and a piccalo were hard to hear any of them over the brass section. They had five bass drums, four marching snares, and a trap set. I would have liked to see some tubas, more trombones, and a bass guitar, but I know you can't have everything.
The repertoire was pretty standard. Mostly pop tunes from the 60's and 70's with the pep band classics mixed in. I thought Mr. Birdall was very organized with a little flip-chart that cued the band for each song. They had a few contemporary pop tunes that they played during half-time, but I definitely could have done without the Lady Gaga. I would have liked to see a few more modern tunes and maybe even some funk and jazz. Mr. Birdall could be busting out his own instrument as well to add to the energy of the group. Overall, an impressive group that was fun to watch and hear.
The instrumentation of the pep band was different from my pep band in Polson. They had a barry, a few tenors, some altos, a bass clarinet, and some trombones. Their three trumpets seemed to project well enough. They also had some big bass trumpets that I had never seen before. Their ten clarinets, ten flutes, and a piccalo were hard to hear any of them over the brass section. They had five bass drums, four marching snares, and a trap set. I would have liked to see some tubas, more trombones, and a bass guitar, but I know you can't have everything.
The repertoire was pretty standard. Mostly pop tunes from the 60's and 70's with the pep band classics mixed in. I thought Mr. Birdall was very organized with a little flip-chart that cued the band for each song. They had a few contemporary pop tunes that they played during half-time, but I definitely could have done without the Lady Gaga. I would have liked to see a few more modern tunes and maybe even some funk and jazz. Mr. Birdall could be busting out his own instrument as well to add to the energy of the group. Overall, an impressive group that was fun to watch and hear.
Recruiting Beginners
#1 - A child should have fun with their instrument. It can be hard to fall in love with an instrument when you first start playing it. You don't sound as good as you want to. You begin to realize that this is going to be a lot of work. As a teacher, it is important to encourage each student and make sure that they are having successes on their instruments, however small they may be. In the first year it is important to teach technique, but not at the expense of enjoying the playing experience. Each instrument has qualities that can be highlighted by a great teacher. You could also have the kids listen to professional musicians that play 'cool' stuff on their instrument. More importantly than loving the instrument that they choose (they may switch multiple times anyway) they should learn to love music. This will keep them with you through thick and thin!
#2 - Recruiting is a difficult thing. The kids need to know that they will have fun and be 'cool' if they are involved in music. They can't see it as 'dorky' or 'nerdy'. Their parents need to know this as well. Parents also need to know that their child will be a part of a group that strives for excellence. There is a long term commitment when it comes to music and the skills and abilities that they acquire in your classroom will continue to be of great use to them throughout their lifetime. Getting this message to parents and convincing them of your resolve and sincerity is essential in creating and maintaining a strong music program. Good luck!
#2 - Recruiting is a difficult thing. The kids need to know that they will have fun and be 'cool' if they are involved in music. They can't see it as 'dorky' or 'nerdy'. Their parents need to know this as well. Parents also need to know that their child will be a part of a group that strives for excellence. There is a long term commitment when it comes to music and the skills and abilities that they acquire in your classroom will continue to be of great use to them throughout their lifetime. Getting this message to parents and convincing them of your resolve and sincerity is essential in creating and maintaining a strong music program. Good luck!
Cello/Bass Lesson (Feb. 9th @ 8:15 am)
Instruction, Process, Feedback.
Instruction was on the fly for some of the lesson. For the part that I was able to prepare for, it went OK. My rhythm turned out to be a little too difficult, even for me at times. We broke it down nonetheless. We took it one measure at a time to start. First, I modeled the rhythm with syllables, then we clapped it as a group. I had a few students model the rhythm, and then we were ready to play it on the instruments. In the end, I don't think we successfully nailed the rhythm. In the future, the rhythm could be a little less complex.
The process that we used to teach involved a lot rhythmic sections of their piece (Go West!). Austin would model the rhythm and we would have the kids count it before they played. Notes didn't seem to be a problem, so we played and re-played their trouble spots until they were more comfortable. Austin conducted as I clapped the pulse. I think this really help them to 'fell' the rhythms and not just read them. I think that this was a very successful process and great team-teaching experience.
Feedback...We complemented the students on their successes, but more importantly they were able to share in our excitement as they nailed a section that was tough for them previously. The students were well behaved and attentive which impressed me greatly. I think that the major feedback and assessment for this lesson involves self-assessment. I realized that I have much to learn to become a great teacher. It's difficult to be put on the spot and have to improvise your teaching, but I'm sure that this happens all the time in the 'real world'. I think it was great practice and a wonderful opportunity. I also realize that I need to add more to my 'bag of tricks' so that I will be able to be more productive on the fly.
Instruction was on the fly for some of the lesson. For the part that I was able to prepare for, it went OK. My rhythm turned out to be a little too difficult, even for me at times. We broke it down nonetheless. We took it one measure at a time to start. First, I modeled the rhythm with syllables, then we clapped it as a group. I had a few students model the rhythm, and then we were ready to play it on the instruments. In the end, I don't think we successfully nailed the rhythm. In the future, the rhythm could be a little less complex.
The process that we used to teach involved a lot rhythmic sections of their piece (Go West!). Austin would model the rhythm and we would have the kids count it before they played. Notes didn't seem to be a problem, so we played and re-played their trouble spots until they were more comfortable. Austin conducted as I clapped the pulse. I think this really help them to 'fell' the rhythms and not just read them. I think that this was a very successful process and great team-teaching experience.
Feedback...We complemented the students on their successes, but more importantly they were able to share in our excitement as they nailed a section that was tough for them previously. The students were well behaved and attentive which impressed me greatly. I think that the major feedback and assessment for this lesson involves self-assessment. I realized that I have much to learn to become a great teacher. It's difficult to be put on the spot and have to improvise your teaching, but I'm sure that this happens all the time in the 'real world'. I think it was great practice and a wonderful opportunity. I also realize that I need to add more to my 'bag of tricks' so that I will be able to be more productive on the fly.
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