Jessica Julian

MUS 447 Notes

May 13
th
, 2014
Lesson Planning
Curriculum Guide
List of different skills the student should be able to play after a given year
(objectives)
Different objectives for each level (beginner to advanced)
Method books: legato/tone studies, technical studies
Beginner: grades 5-6
Intermediate: grades 7-8
Advanced: grades 9-10 (high school)
Structure of a Lesson
Because we have guidelines, we need a sequential way of providing the
information (lesson plans)
This information of concepts and skills needs to be organized into a
curriculum (the broad overview of what is to be taught)
Why have a curriculum?
To know how to meet a student at their level (experience, age, grade, school
district, etc.)
Know how to build on student learning
Known when review is necessary
Ability to project achievement or success
The Lesson Plan
The problem with observing a lesson plan in a lesson:
Appear improvised
Seem unorganized
Directed to the students individual problems
Structure:
Beginning: What the student will learn and why its important
Middle: Introduction to new material; guided practice; independent
practice.
End: Closure (checking for understanding)
Lessons are always a performance
You always have to have and objective to go with a lesson plan.
Every lesson should have a listening component

Setting the Proper Environment in a Private Lesson
Goal: To create an atmosphere that encourages the student to be an active participant
in the learning process
Physical Environment
Ample size: acoustically large enough
Organized
Interpersonal Environment
Calm, comfortable vs. excessive energy
Objective comments (direct comments)
Subjective comments (based on teachers perception of you)
Two Approaches to Teaching
Problem exploration and solving: Student is intellectually involved with the
teacher in problem solving
Product ordering: The lesson is a performance for the teacher. The student is
only concerned with the end product (lesson needs to be faced paced).
Pacing
Lessons can be run like effective rehearsals
Review and remediation of older material
Introduction to new concepts
Periods of white hot intensity
Verbiage
The words we use to convey our thoughts while teaching
Avoid excessive verbiage
When describing physical activities (embouchure)
Model instead
Words to avoid
Profanity
Negativity
Indirectness

















Establishing Your Teaching Studio
Goal: To create a career teaching and performing in music, allowing the
individual to live with financial security as well as being artistically satisfied
Establishing yourself in a community
Networking
Making connections
Call or make an appointment with area band directors/studios
When meeting directors, always make an appointment; dont go
unannounced.
Try to determine the number of students available to be taught and
how much assistance will be given from band directors
Be sure to ask the needs of students in the area
Your introduction: Once you have the info you need, create a plan to
market your expertise
Send a letter or email to area band directors. Create something that
wont sit on their desk until spring
Things to include: Biography or resume, list of services, letter
to parents, poster
Offer to perform a clinic for students on your instrument
Provide a handout with name, email, phone number, and
information on the clinic
Best introduction
Create a student ensemble (guitar ensemble)
May have to do for little to no money
Create a theory or improvisation class
Performing
It is important to be a performer in the area
Present a recital at a church or school
Pay for a Sunday church service
Demo recordings
Musicians union
Send letters and repertoire lists to teachers
Check for openings in professional orchestras or chamber music
groups