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MUED 271 Field Experience Observation Form

Date: 10/20/17 Location: Mountain View Elementary School

Time: 9:25am Teacher: Mr. Dustin Smith (substitute)

Host teachers signature: _________________________________________

What was/were the objective(s) of this lesson?

- Learn about major and minor chords (half steps, whole steps)

What National Standard(s) do you think was/were addressed in this lesson? (Please be specific

(e.g., Anchor Standard 4: Analyze, interpret, and select artistic work for presentation).)

- Anchor Standard #8: Interpret Intent and Meaning in Artistic Work

- Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make

art.

What Virginia Standard(s) of Learning for Music do you think was/were addressed in this

lesson? (Again, please be specific (e.g., K.6: The student will demonstrate a steady beat, using

body percussion, instruments, and voice).)

- 2.5: The student will respond to music with movement, including demonstrating

expressive qualities of music, including changes in dynamics and tempo.

- 2.9: The student will identify the relationships between music and other fields of

knowledge.

- 2.10: The student will analyze music by using music vocabulary to describe music.

- 2.13: The student will explain how music expresses ideas, experiences, and feelings.

- 2.14: The student will describe how music evokes personal ideas and emotions.

How did the teacher accomplish her/his objectives?

- Asked students to recall information straight from a video they watched


- Allowed students to strum an autoharp and say if it sounded major or minor

- Had students draw a picture of what they thought of when they heard something major vs

something minor

How did the teacher assess individual students understanding?

- He asked each student to do their own work and think for themselves

- Asked the students to explain their drawings

What does the teacher do that seems to help student learning in this classroom?

- Asked students questions to engage them in thinking and allow them to foster their own

learning

What does the teacher do that seems to hinder student learning in the classroom?

- Lacked enthusiasm, seemed like he was just there to do his job, didnt seem too

particularly interested in student learning

- (even as a substitute teacher, it is important to remember to keep the success and learning

of the students first)

- General lack of feedback

- Inconsistent with classroom and activity rules

What do students do that seems to help their learning in the classroom?

- They talked about what they were thinking to demonstrate their developing

understanding

What do students do that seems to hinder their learning in the classroom?

- Talking with each other was also a distraction at times (when it got off topic)

What action(s) on the part of the teacher do you think would improve student learning in this

classroom?
- Acknowledge that Vivaldis Spring from the Four Seasons has a major and a minor

section as not to confuse the kids who answered that its both by telling them its only

major

What action(s) on the part of the students do you think would improve student learning in this

classroom?

- Sharing and comparing ideas helped them become more engaged in the activity

- Following directionsbut theyre kids, so sometimes it just isnt going to happen

What other comments/observations do you have?

- When drawing a picture of rain, it started with one student tapping a crayon on the paper,

which then turned into all the kids doing it; it actually sounded like rain

- The minor sad, scary music definitely got much more emotional and descriptive

reactions; its interesting how even kids recognize the depth in darker moods, even if they

dont have the ability to articulate that specifically yet