Tuesday, May 1, 2012
CJMS Secondary Observation
I began my observation of the CJMS orchestra having already heard some of the classroom descriptions spoken of in class. As Becky and I entered the classroom we made small talk with Mrs. Van Zee, joking jovially about not bringing her coffee. I took in my surroundings: inspirational signs and rules on the walls, designated spots of folders and instruments, and chairs/stands ready to be arranged and used the incoming students. Mrs. Van Zee moved to set up the rooms behind the two internal doors so that they could be used by the students for playing tests that day. I do not remember the pieces used that day, but I certainly remember the playing test structure, as I was most struck by it. After assembling the students and reminding them of the structure for playing tests, Mrs. Van Zee instructed the principles to go in to the two rooms to take their playing tests. From that point students were allowed to enter as they felt comfortable into the designated areas to take their playing tests. While I do like this setup, in general, for playing tests, I can see the problems that may arise. It can be difficult to ensure that all students take the test, as teacher attentions can be divided among the remaining students. Furthermore, given that the recording device is at the student disposal, there can be no telling how many times a student plays through a piece, recording over their previous entry, to improve their score. Finally, if a student does not follow the prescribed procedures and forgets to state their name, then it could be very difficult to tell who performed during that particular selection, and thus grading may be difficult. I like the thought of keeping the classroom running during playing tests, but I would love to figure out how to keep the tests supervised to ensure student honesty and that all procures are accurately followed.
5th Grade Band Concert Observation
On the 26th of April the Bozeman Elementary Schools assembled their 5th graders and put on a concert to display their learned playing abilities from the previous year. On that same day, I became thoroughly enthralled with the teaching abilities of our local music teachers.
The 5th grade orchestra started the concert and performed three pieces under the direction of three separate conductors. All conductors showed remarkable prowess in leading the students, but I was particular struck by the final two, one of whom included Chandra Lind. What I found most remarkable about Lind and the final conductor was their ability to not only lead the students through their learned pieces, but also how they helped the students to continue playing and find the right spot once lost. In particular, there was one boy in the back of the ensemble who completely lost his way. The conductors each took turns helping the boy, pointing to measures, and lightly touching his back, keeping him encouraged to continue. This act of affection and care in teaching was the most profound for me of the evening.
Once the orchestra had concluded their performance, predetermined volunteers, including myself, made their way to help transfer the stands from the orchestra to the band. I saw one of my former voice students in the back preparing to play her trumpet, and was encouraged by her smile and her excitement to show what she had learned that year. The band also played three pieces, and showed remarkable intonation and counting abilities for the grade and skill level.
The experience, in general, made me wish to observe the general music teachers of the valley even more so that I might glean some knowledge from their classrooms. Each teacher, as far as I could tell, achieved remarkable results in teaching their students the basics of the instrument, as well as the foundations for successful instrument playing. It made me look forward, even more, to the day when I will be teaching in the public school system.
The 5th grade orchestra started the concert and performed three pieces under the direction of three separate conductors. All conductors showed remarkable prowess in leading the students, but I was particular struck by the final two, one of whom included Chandra Lind. What I found most remarkable about Lind and the final conductor was their ability to not only lead the students through their learned pieces, but also how they helped the students to continue playing and find the right spot once lost. In particular, there was one boy in the back of the ensemble who completely lost his way. The conductors each took turns helping the boy, pointing to measures, and lightly touching his back, keeping him encouraged to continue. This act of affection and care in teaching was the most profound for me of the evening.
Once the orchestra had concluded their performance, predetermined volunteers, including myself, made their way to help transfer the stands from the orchestra to the band. I saw one of my former voice students in the back preparing to play her trumpet, and was encouraged by her smile and her excitement to show what she had learned that year. The band also played three pieces, and showed remarkable intonation and counting abilities for the grade and skill level.
The experience, in general, made me wish to observe the general music teachers of the valley even more so that I might glean some knowledge from their classrooms. Each teacher, as far as I could tell, achieved remarkable results in teaching their students the basics of the instrument, as well as the foundations for successful instrument playing. It made me look forward, even more, to the day when I will be teaching in the public school system.
Thursday, March 1, 2012
CJ Teaching Episode
I love teaching. It is the one area in my life where I feel absolutely confident about my abilities. When I teach I feel like the person I was meant to be, and all doubt about what I can and cannot do disappears. It was the same when I was teaching the 6th Grade Band at CJMS.
The previous day Becky had taught, and at the beginning of her teaching episode, before the students had found their seats, I tried helping to rally the players. The students had begun talking and were not focusing on finding chairs or music stands and preparing to play for their new instructor, Becky. I will admit that I raised my voice a bit, but in my mind it was to get their attention and let them know we meant business: we were not there to talk with our friends...we were there to learn, and we needed to show respect to the instructors, even if they are college students. The students did not seem upset by my raising my voice (though, really, I just tapped in to the acoustics I've learned in singing and projected my voice). On the ride back to class, however, Becky told me that I came across as yelling, and suggested that I tone it down when I teach the next day. I had her drop me off at my house, where I immediately burst in to tears around my husband, recounted the conversation, and asked him if he thought I came across as mean. Thank God for my husband, because without him I have a very difficult time calming down. He boosted my confidence and told me to just teach how I know. I have a different teaching style to Becky, and I shouldn't hold myself to her standards.
So the next day I entered the World Music classroom with the 6th Grade Saxophone players with a plan in mind. I had reviewed the music, listened to each piece dozens of times, and had narrowed each composition down to a few measures that, to my mind, appeared to be the most difficult. In the minimal time I had I was able to work through all the pieces I had planned, and even taught the students an easy way to remember a rhythm with which Mrs. Nelson said they were having difficulty. I had taught the students the rhythm at the beginning of our time together, and reviewed it at the end as well to ensure they retained that knowledge. To my great delight they did! Each student could play the described rhythm after playing other pieces for extended periods of time!
I really do love teaching. Every time I teach I feel like the person I have always dreamed of being. I always end each teaching opportunity feeling confident, successful, and beginning to form ideas of how that particular lesson can be expanded into the next. I feel completely satisfied in my career choice, and, after ten years of college, I am eager to start.
The previous day Becky had taught, and at the beginning of her teaching episode, before the students had found their seats, I tried helping to rally the players. The students had begun talking and were not focusing on finding chairs or music stands and preparing to play for their new instructor, Becky. I will admit that I raised my voice a bit, but in my mind it was to get their attention and let them know we meant business: we were not there to talk with our friends...we were there to learn, and we needed to show respect to the instructors, even if they are college students. The students did not seem upset by my raising my voice (though, really, I just tapped in to the acoustics I've learned in singing and projected my voice). On the ride back to class, however, Becky told me that I came across as yelling, and suggested that I tone it down when I teach the next day. I had her drop me off at my house, where I immediately burst in to tears around my husband, recounted the conversation, and asked him if he thought I came across as mean. Thank God for my husband, because without him I have a very difficult time calming down. He boosted my confidence and told me to just teach how I know. I have a different teaching style to Becky, and I shouldn't hold myself to her standards.
So the next day I entered the World Music classroom with the 6th Grade Saxophone players with a plan in mind. I had reviewed the music, listened to each piece dozens of times, and had narrowed each composition down to a few measures that, to my mind, appeared to be the most difficult. In the minimal time I had I was able to work through all the pieces I had planned, and even taught the students an easy way to remember a rhythm with which Mrs. Nelson said they were having difficulty. I had taught the students the rhythm at the beginning of our time together, and reviewed it at the end as well to ensure they retained that knowledge. To my great delight they did! Each student could play the described rhythm after playing other pieces for extended periods of time!
I really do love teaching. Every time I teach I feel like the person I have always dreamed of being. I always end each teaching opportunity feeling confident, successful, and beginning to form ideas of how that particular lesson can be expanded into the next. I feel completely satisfied in my career choice, and, after ten years of college, I am eager to start.
CJ Primary Observation
My first day observing the CJMS 8th Grade Band was certainly not what I expected. I had anticipated on observing teaching style, classroom management, and perhaps, were the time available, introducing myself to the ensemble. What I wound up doing was distributing music with Becky to the ensemble, as they had just performed a concert the previous week. This was most certainly a test for me, a non-band musician! While I know the instruments, and know generally where they are seated, I found myself asking students to direct me to where I certain performer was. During this time I kept my confidence up as much as possible, trying to maintain the appearance of authority with the students. Thankfully, this worked out well. The music was distributed, Becky and I introduced ourselves, and we enjoyed hearing part of the recording from the concert.
Recruiting for Beginners
Since I decided to become a music teacher I have had one main ambition: To teach kids to love music. In my mind, love is synonymous with having an outside person, object, or thing leave an indelible mark on ones desires. That is what I hope to impart on my students. When they walk away from a beginning instrumental music class, I want them to feel as if they cannot go through life without some sort of music. I want them to feel as if their instrument, whatever it may be, is not only an enjoyable pastime, but is also an extension of their emotional self. At the same time, I want them to feel as if playing music is fun. The best way to engage students, I feel, is providing them with a fun and emotional connection to something.
My hope, therefore, is to have students learn more than the basics. Yes, they will be learning how to accurately play, assemble, and handle the instruments. However, they will not be restricted to repertoire in their methods book. My students will be given opportunities to play original compositions (which can be done in groups). More than that, students will also listen to examples of trained musicians playing their instruments as solo instruments, as well as in background to their favorite songs, television shows, and movies. Basically, I want my students to learn to play the instrument, have fun with what they play, feel proud of their playing, and hear what sort of quality they can obtain with practice and dedication.
Of course, before any of the above is possible, I must get students in to my program. This is not limited to the first few weeks or even months before the instrumental program begins, however. From the early years of grade school I will have my students hear quality music and begin to make connections to how it is used throughout everyday life (such as on the radio, in the store, or at the doctor's office). Through this I will attempt to establish an emotional connection between my students and instrumental music.
From there I will use the skills I have acquired dabbling in Photoshop to create an eye-catching poster to grab the students' and the parents' attentions. I would also have a "meet-and-greet" type of day, where students can "meet" the instruments first hand and try them out. If I am teaching in the Bozeman area, I will set up a field trip to attend MSU's "Petting Zoo" as another way of introducing my students to their playing possibilities. Then my students will each have a card on which to write their name and rank the two instruments they would be most interested in playing.
Whether or not any of my ideas will work in an actual classroom, I do not know. What I do know, however, is that the best way to engage anyone is to have them get emotionally involved and have fun. Those will be my main goals when teaching first year instrumental music.
My hope, therefore, is to have students learn more than the basics. Yes, they will be learning how to accurately play, assemble, and handle the instruments. However, they will not be restricted to repertoire in their methods book. My students will be given opportunities to play original compositions (which can be done in groups). More than that, students will also listen to examples of trained musicians playing their instruments as solo instruments, as well as in background to their favorite songs, television shows, and movies. Basically, I want my students to learn to play the instrument, have fun with what they play, feel proud of their playing, and hear what sort of quality they can obtain with practice and dedication.
Of course, before any of the above is possible, I must get students in to my program. This is not limited to the first few weeks or even months before the instrumental program begins, however. From the early years of grade school I will have my students hear quality music and begin to make connections to how it is used throughout everyday life (such as on the radio, in the store, or at the doctor's office). Through this I will attempt to establish an emotional connection between my students and instrumental music.
From there I will use the skills I have acquired dabbling in Photoshop to create an eye-catching poster to grab the students' and the parents' attentions. I would also have a "meet-and-greet" type of day, where students can "meet" the instruments first hand and try them out. If I am teaching in the Bozeman area, I will set up a field trip to attend MSU's "Petting Zoo" as another way of introducing my students to their playing possibilities. Then my students will each have a card on which to write their name and rank the two instruments they would be most interested in playing.
Whether or not any of my ideas will work in an actual classroom, I do not know. What I do know, however, is that the best way to engage anyone is to have them get emotionally involved and have fun. Those will be my main goals when teaching first year instrumental music.
Saturday, February 25, 2012
F.E. Blog #2 -- High School Pep Band
What an adventure observing the Bozeman High School Pep Band turned out to be! The call time I was given to be at the High School was 3:15, and so I had made plans for my brother to watch my children. As 2:55 rolled around, he was no where in sight, and I soon learned that he had forgotten his duty as babysitter. I hurriedly got my two little ones ready to leave the house and was in the process of telling them how to behave at the school when a knock startled me: my brother had been awakened by our mother, and despite being sick with a cold, was here to watch the children. By this time I had already promised my daughter that she would get to see a real basketball game, and given that her school had been given the privilege of having a Harlem Globetrotter come and entertain the student body, my promise to her was one that I could not easily break without much wailing and gnashing of teeth. So my children, my brother, and I headed out in the cold, gray afternoon to Bozeman High.
We parked behind the band room, only to find upon entering the building that it was deserted. Lights were blackened, gates sectioned off the corridors of the school, and note a life was to be found, save for that of my family and the family of Adam, who we ran in to when searching for answers. We all walked as a group to the South Gym where we knew the game would took place, and being still at a loss for where the Pep Band could be, decided to wait to learn more information. In the meantime, I fed my kids junk-food and sports drinks while we looked toward the back parking lot from the warmth of the BHS weight-room ramp.
Nearly an hour passed by before we saw any sign life stirring with instrument cases in hand, and when we did my family and I decided to wait until a larger crowd had assembled. I informed Adam that some band members were showing up, as he was in the gym watching the pregame with his lovely wife and daughter, and returned to watch for Mr. Berdahl, the instructor. When a substantial enough crowd had formed, we made our way out to wait for the director. The air was extremely cold while we waiting for him to come and unlock the door (which had apparently locked since we had all been in there before), and my children were soon anxious to get inside. Once Mr. Berdahl showed up, I introduced myself, as did Adam (who had also made his way down from the gym), and we began waiting for any further instruction. When no instruction was given we followed the band out the door, back in to the cold, and back to the gym where the game was about to begin.
I wish that I could say what I remember most about that day was the quality of the Pep Band. While I did find the Pep Band to be quite skilled -- I was amazed that all Mr. Berdahl had to do was conduct the first few measures before the band could carry itself through the rest of the piece -- I must admit that what struck me the most about the day was the difficulties in its beginnings. However, given the unnecessary and lengthy prose above, I will note what I did observe about the High School Pep Band:
1. The students were so comfortable playing with one another that, as I mentioned above, they could continue playing a piece without direct cuing from the conductor. What struck me most about this wasn't the idea that they could count, but more the idea that they could listen so well for being in High School. Granted, I base my assumptions on my younger brother who, although extremely bright and very talented musically, tends to not want to spare a free second to really listen to anyone other than himself. My beliefs are biased, and I am happy to say now, have been completely annihilated. Students can learn to be great listeners, as this band has proven, if they are taught by a gifted instructor.
2. Watching Mr. Berdahl, I was amazed how little attention he paid to his students, and how much he focused on the game. It was awe-inspiring to me, the way he knew the exact moments to begin the band, not to distract from the game, but to enhance it. He had a book of, what I could only assume were, plays of the home team, and was referencing that more than his musical scores. This was an aspect of directing a Pep Band that I had not considered before this experience.
3. There was no dynamic cuing -- just the carefully honed skills of the players. The students worked as one, despite having little visual reminders, to incorporate dynamic contrasts and phrasing in to their pieces. This was fascinating to me: how a group of so many students could make minute adjustments so succinctly, in order to play the music at their best. Again, I can only attribute this to having a highly skilled director in Mr. Berdahl.
I wish that I could remember more about the band, but I was quite distracted by my children once the game began, as both of them had now grown tired of remaining in one place for longer than 5 minutes. However, as has worked in the past, I'm sure I will remember further details about what I heard upon classroom discussions.
We parked behind the band room, only to find upon entering the building that it was deserted. Lights were blackened, gates sectioned off the corridors of the school, and note a life was to be found, save for that of my family and the family of Adam, who we ran in to when searching for answers. We all walked as a group to the South Gym where we knew the game would took place, and being still at a loss for where the Pep Band could be, decided to wait to learn more information. In the meantime, I fed my kids junk-food and sports drinks while we looked toward the back parking lot from the warmth of the BHS weight-room ramp.
Nearly an hour passed by before we saw any sign life stirring with instrument cases in hand, and when we did my family and I decided to wait until a larger crowd had assembled. I informed Adam that some band members were showing up, as he was in the gym watching the pregame with his lovely wife and daughter, and returned to watch for Mr. Berdahl, the instructor. When a substantial enough crowd had formed, we made our way out to wait for the director. The air was extremely cold while we waiting for him to come and unlock the door (which had apparently locked since we had all been in there before), and my children were soon anxious to get inside. Once Mr. Berdahl showed up, I introduced myself, as did Adam (who had also made his way down from the gym), and we began waiting for any further instruction. When no instruction was given we followed the band out the door, back in to the cold, and back to the gym where the game was about to begin.
I wish that I could say what I remember most about that day was the quality of the Pep Band. While I did find the Pep Band to be quite skilled -- I was amazed that all Mr. Berdahl had to do was conduct the first few measures before the band could carry itself through the rest of the piece -- I must admit that what struck me the most about the day was the difficulties in its beginnings. However, given the unnecessary and lengthy prose above, I will note what I did observe about the High School Pep Band:
1. The students were so comfortable playing with one another that, as I mentioned above, they could continue playing a piece without direct cuing from the conductor. What struck me most about this wasn't the idea that they could count, but more the idea that they could listen so well for being in High School. Granted, I base my assumptions on my younger brother who, although extremely bright and very talented musically, tends to not want to spare a free second to really listen to anyone other than himself. My beliefs are biased, and I am happy to say now, have been completely annihilated. Students can learn to be great listeners, as this band has proven, if they are taught by a gifted instructor.
2. Watching Mr. Berdahl, I was amazed how little attention he paid to his students, and how much he focused on the game. It was awe-inspiring to me, the way he knew the exact moments to begin the band, not to distract from the game, but to enhance it. He had a book of, what I could only assume were, plays of the home team, and was referencing that more than his musical scores. This was an aspect of directing a Pep Band that I had not considered before this experience.
3. There was no dynamic cuing -- just the carefully honed skills of the players. The students worked as one, despite having little visual reminders, to incorporate dynamic contrasts and phrasing in to their pieces. This was fascinating to me: how a group of so many students could make minute adjustments so succinctly, in order to play the music at their best. Again, I can only attribute this to having a highly skilled director in Mr. Berdahl.
I wish that I could remember more about the band, but I was quite distracted by my children once the game began, as both of them had now grown tired of remaining in one place for longer than 5 minutes. However, as has worked in the past, I'm sure I will remember further details about what I heard upon classroom discussions.
Purpose of the Resource Notebook
I tend to be a rather forgetful person, despite my best efforts. When it comes to matters of the house and family management, I can recall finite details with near perfect clarity, much to my husband's chagrin. When it comes to all other life obligations however -- appointments, oil changes, bills, birthdays, and even homework -- I tend to have vital information slip my mind. Having a resource notebook available for all categories of classes I have taken, especially one for instrumental instruction (the area in which I have the least confidence), would be vital to my teaching career. I think that it would help me in the following ways:
1. The Resource Notebook would, first and foremost, provide me with a resource, in which I will be able to quickly find lesson plans, teaching strategies, and other tips/techniques to help me when I am teaching.
2. As is alluded to above, the Resource Notebook will also serve as a sort of portfolio, keeping not only my notes from class, but also the assignments I feel best showcase my ability to teach.
3. Finally, the Resource Notebook will help me to see how I have grown as a student/teacher, allowing me to look back, evaluate my work, take into account my current situation, and understand where I can grow as a teacher.
1. The Resource Notebook would, first and foremost, provide me with a resource, in which I will be able to quickly find lesson plans, teaching strategies, and other tips/techniques to help me when I am teaching.
2. As is alluded to above, the Resource Notebook will also serve as a sort of portfolio, keeping not only my notes from class, but also the assignments I feel best showcase my ability to teach.
3. Finally, the Resource Notebook will help me to see how I have grown as a student/teacher, allowing me to look back, evaluate my work, take into account my current situation, and understand where I can grow as a teacher.
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