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were presented in a way that explained them before beginning, which took up more time that what was probably needed, also. The students seemed to enjoy themselves when singing, which was a key part of the lesson since the groups came in 20 minute intervals. From feedback from other volunteers, the students really enjoyed the South African song. Because of the short lesson, it was hard to determine if the connection to MLK day was made by all the students, but some were able to talk about connections between MLK day and movies about the Civil Rights Movement. The most effective teaching strategy that I observed was the use of dancing when singing the South African song. All the students seemed to enjoy themselves as well as learn the songs and dances. In the first song that was taught, students were instructed to choose hand motions to do when the word was sung. For separation, students would often move their hands away from each other. This engaged the students physically and mentally. The way that the connection between the songs and MLK were awkward and not effective because, after doing so many physical activities, listening to a teacher speak was anticlimactic and did not yield to much absorption. Most children were motivated when all the student teachers were participating. There were a few students, however, that refused to participate and the student teachers would try and show how much fun the songs were by singing louder or helping engage them with the rest of the group. Overall, this was a great lesson for a short amount of time. To be able to teach two songs that related to MLK day was surprising to me, but in a pleasant way. Also the
attentiveness of the students was somewhat surprising, considering that most students in these schools had the day off and Im sure these students would have rather been home. I will definitely remember that it is possible to incorporate not only history lessons but also songs from other cultures through call and response teaching.
ask each other questions rather than having multiple teachers help, or have one teacher be overwhelmed. Again, this was not new to either choir, so they were fairly well behaved. This was in preparation for a large combined concert, so the students were motivated by the thought of having a larger audience. This rehearsal was run by another teacher, who was very energetic and kept a fast pace with the rehearsal. He used his falsetto, which allowed the students to imitate him in the correct octave. He would also break down music before combining the whole section of music, often starting with diction, then pitch, and finally putting the two together with an emphasis on articulation and style. The transitions to different sections of music was slightly choppy, but due to time constraints and the nature of music, the nature of his fast pace allowed for the transitions to be effective. The students were very responsive to an activity that involved rhythm. In this activity, the teacher first taught (or reviewed) 6/8 rhythmic patterns, then divided the class into teams that would create a musical piece using only the rhythms they were assigned. From observing the group I helped, once one person spoke up with his idea, everyone else gave their ideas. It was easy to tell who the leader of the group was, but the other students tried to give their ideas and have them incorporated. It was difficult for the students to choose a single idea at a time to use, so the teacher intervened to make the students decide on an idea. Most of the allotted time was dedicated to deciding what to do rather than actually composing the piece and rehearsing. The other team seemed to be more productive because the teachers were focused on making the piece and rehearsing. Once these rhythms were applied to music, the students were eager to find the patterns and were able to sing them accurately and with a true understanding of the rhythm.
Overall, it was a very interesting rehearsal to observe. Going into this, I had expected a strictly choral rehearsal with a majority of the time dedicated to singing, but it was run very much like a general music class. I liked this approach because it gave these students not only experience and instruction in singing, but also an extension of music education outside of their regular school days. This helped me understand how to incorporate music theory ideas and activities to a choral or instrumental focused classroom, such as the rhythm composition and the warm-up used.
In particular, I found one of the pieces interesting in the way it was taught. It was not a well-known folk song, as many of the other were, and the sections of the piece were in extreme registers and very contrasting. The teacher made a story that correlated with each section that involved body movements. This was used to help students remember the piece before playing, and was especially helpful since the class only met twice a week.
From my short observation, the recorder lesson seemed to be successful. For such young students, they were able to grasp the concepts of form and patterns in songs. Through this type of preparations, the students were able to play the songs by memory with confidence and with phrasing. The students were also able to respond to how to correctly play the recorders, mostly to blow less into the instrument.
I was very impressed with the class, because the students were able to transition so quickly as well as accurately. The teacher was very fast paced and didnt allow for any misbehavior.
4th 6th Grade general music classroom February 23rd, 2012 (50 min) This was a 4th-6th grade general music class. This was a large class that was made up of a wide range of ages. From this class, I learned that it is hard to engage a heterogeneous age group. The oldest students were not as engaged in the project as the younger students. Even when they recognized a song, they would try to hide their reaction from anyone and would keep themselves from enjoying the music. As the age of the students decreased, their enjoyment of the activity increased. The youngest students were visibly excited about listening to music of the 1950s and were eager to sing along to the songs.
The objective of this lesson was to analyze the song Lollipop by The Chordettes through a worksheet. The worksheet focused on the rhythm of the introduction, the form, and what voices and instruments were present in each section. They were stated on the worksheet, but the teacher would imply these concepts before listening to fragments of the song. From what the teacher told me before this class started, the teacher had been teaching the students about popular music in America during the 20th Century. They were able to identify popular musicians of different eras, such as Elvis Presley and Buddy Holly, and were able to talk about the aesthetic of their music. I was impressed by the teachers incorporation of popular music from the past into general music theory topics.
The teacher began the class by reviewing other musicians from the 1950s and discussed with the students what instruments were commonly used in popular music of the time. The teacher then played the song Lollipop once in entirety, but told the students to listen for the clapping rhythm in the beginning. The teacher then would do each question individually, first listening to the song excerpt, then asking the class to answer the question. The teacher would play the clip again if the students could not answer the question, but would help answer it while listening a third time.
The students were eager to answer the questions and actively trying to answer the questions. They were applying knowledge from past classes, such as types of rhythms and basic musical forms, so the students were able to answer most of the questions easily.
I found the listening exercise effective because the same phrases were played multiple times, which helped reinforce the concepts of the song. I believe the worksheet was not completely necessary, but it would help with visual learners so that they could visually see the questions. For the most part, the students were sitting or lying on the floor, and I
believe the older students might have become more engaged if there was a physical activity that was incorporated in some way. However, this might have been another place that the older students would not get involved if the activity was too babyish. Overall, I was impressed by the teacher style. From making my own listening lesson plan, I have found that this exercise can be difficult. The teacher, however, was able to engage a majority of the students, making them answer questions and think about how it related to music from other eras.
the teachers focused on making sure all the students were able to sing each part and do the movements. The use of call-and-response seemed to be the most effective teaching technique. Especially when teaching by rote, this was probably the only way to teach the students songs. However, the teachers were able to keep focus and get the most done as possible by only doing a couple lines at once and highlighting the differences and similarities between sections. The teachers would also keep the class moving at a very fast pace with little time between songs to have the students get riled up. However, the teachers would have to stop class to discuss how they would teach a certain section and the students would get distracted. The teachers would then get them focused again quickly, so not much time was lost in the end. I think this is more desirable than wasting time on teaching in a way that is not efficient. I would definitely use the technique of getting a classs attention through singing. In the younger grades, they are so excited to sing that they will be eager to join in with the teacher and start class with them singing. I would also use their encouraging and warm-up like endings to keep the students positive about music and singing.