Name: Mitchell Evans

Directions:

Duke uses the graphic on the next page to represent a rehearsal frame. In the interest of work with his book and the concepts of
change and feedback, I intend this exercise to get you thinking about the potential paths you may take as a teacher on a given issue,
i.e. how this might look in practice. In this case, let’s assume the issue comprises an ensemble with rhythmic issues (you decide what)
in the first 8 measures of a piece. You should be able to just click in each shape to access the text boxes.

1. Fill in words you might use as a teacher to identify the issue (information/directive/question/model/feedback). Keep in
mind that these words will probably change depending on which path you take. The point here is to think through what
you might say; I realize space is at a premium in the text box.
2. Fill in words that students might use to identify the issue (information/question)
3. Fill in the right hand bubbles with specifics of each approach. For example, after the teacher gives feedback regarding
inaccuracies, an in-context performance would consist of a correct run of the section, so you might write, “students
perform the sixteenth note subdivisions correctly in a full run of the section.”
4. Once you finish, please save your work and submit it on Canvas.
 2

In context:
Students will play the section at full tempo and fix the
rhythmic issues.

Teacher Verbalization: What am I hearing that doesn’t

match my score?
Ask the students what they had trouble with before
telling them they are wrong
Clap the correct rhythm vs the incorrect rhythm you Limited:
Students will play the section in the music under tempo
heard while paying specific attention to the rhythm they had
Did the students make a mistake or do they not issues with
understand the rhythm?
If I do this again will the issue fix itself?
Is this worth taking rehearsal time to fix?
Where is the issue coming from?
Modified:
Students will clap and practice that specific rhythm

Student Verbalization:
I don’t understand how to play that rhythm. Parallel:
How do I count in this meter? Students will perform a rhythmic exercise that contains
I need some time to practice this before I can do it at this the rhythms they were having issues with in the music.
tempo
I made a mistake. I will get it right on the second try.

Related:
Students will perform a rhythmic exercise that helps
them identify and learn new rhythms