1. I observed Sallie Nelson's 8th Grade band at CJMS in a rehearsal at 8:15 am
2. I think the Mrs. Nelson is a really great balance of keeping things upbeat and fun, but constantly giving feedback and correcting small misbehaviors and never missed a beat.
3. The students were working on their music for the upcoming concert. They all know the notes and rhythms so they were really working on dynamics, articulations, and playing as an ensemble.
4. The most challenging piece for the band is Go West because of the key signatures. The group is playing a great variety of pieces that challenge them in different ways.
5. I really liked the way that Mrs. Nelson managed her class. She manages in a very straightforward way, but does it in such an upbeat way that it doesn't create any sort of dissension.
Saturday, February 25, 2012
2-11-12 Pep Band Observation
1. BHS, Saturday afternoon, Kelly Berhdahl, high school pep band performing at a game
2. I thought that the students were very well behaved. I think that this is because they all know the procedure and expectations. I think that its much easier to enforce es and regulations when they are clearly explained.
3. I think that the learning goals of pep band are basically similar to that of other ensembles, they might just be a little less obvious since they are playing mostly pop and rock pieces
4. The repertoire here is obviously significantly easier than in concert band, yet there are still lots of things for the students to work on.
5. This experience is obviously relevant to my future as a music educator because it is very likely that I will have a job at some point that will involve pep band.
2. I thought that the students were very well behaved. I think that this is because they all know the procedure and expectations. I think that its much easier to enforce es and regulations when they are clearly explained.
3. I think that the learning goals of pep band are basically similar to that of other ensembles, they might just be a little less obvious since they are playing mostly pop and rock pieces
4. The repertoire here is obviously significantly easier than in concert band, yet there are still lots of things for the students to work on.
5. This experience is obviously relevant to my future as a music educator because it is very likely that I will have a job at some point that will involve pep band.
Monday, February 20, 2012
2-16-2012 CJ TE Day 2 Blog
For this TE I was with the 8th grade orchestra (2nd violin section) at CJMS during their first period. We were working on fine tuning some of the details of their music for the upcoming concert.
I was hoping to get the students to blend more as a section and play a little more precisely in terms of rhythm, dynamics, and articulation. Also, especially since 2nd violins often have an inside voice or a countermelody, it was very helpful for them to work on their part apart from the whole group.
I didn't have a partner for this activity, so she didn't teach the rhythm assignment. I worked with the second violins in the hallway. I had them all introduce themselves and tell me their favorite color. We only worked on one piece, but it had lots of complicated issues and I was pretty nit-picky. A lot of the problems that the students were having were rhythmic accuracy problems, so I had them clap and count several passages. Besides some rhythmic problems, I spent a lot of time working on dynamic contrast, and having matching articulations. One technical issue that I did address was having them anchor their thumbs while pizzicato-ing.
I was not assessing the rhythm using the created this TE, since that is what I did last time. I felt in general that the objectives for the sectional were met. I think that the most effective thing I did was to try to mix it up a lot, and not just continuously dwell on one thing, but by changing what we were working on I think I was more effective at getting them to think about blend, rhythm, articulation, and dynamics all at the same time.
I felt quite good about the lesson overall. I wasn't nervous, and just had a good time working with the students. I think that I had lots of good ideas for them, but I'm not sure if they all applied them... I think this experience relates to the future challenge as a music educator to combine musicality, technique, and motivating the students all into one small session.
I was hoping to get the students to blend more as a section and play a little more precisely in terms of rhythm, dynamics, and articulation. Also, especially since 2nd violins often have an inside voice or a countermelody, it was very helpful for them to work on their part apart from the whole group.
I didn't have a partner for this activity, so she didn't teach the rhythm assignment. I worked with the second violins in the hallway. I had them all introduce themselves and tell me their favorite color. We only worked on one piece, but it had lots of complicated issues and I was pretty nit-picky. A lot of the problems that the students were having were rhythmic accuracy problems, so I had them clap and count several passages. Besides some rhythmic problems, I spent a lot of time working on dynamic contrast, and having matching articulations. One technical issue that I did address was having them anchor their thumbs while pizzicato-ing.
I was not assessing the rhythm using the created this TE, since that is what I did last time. I felt in general that the objectives for the sectional were met. I think that the most effective thing I did was to try to mix it up a lot, and not just continuously dwell on one thing, but by changing what we were working on I think I was more effective at getting them to think about blend, rhythm, articulation, and dynamics all at the same time.
I felt quite good about the lesson overall. I wasn't nervous, and just had a good time working with the students. I think that I had lots of good ideas for them, but I'm not sure if they all applied them... I think this experience relates to the future challenge as a music educator to combine musicality, technique, and motivating the students all into one small session.
Wednesday, February 15, 2012
Elements of a Successful Program
Some of the essential elements of a successful program include:
1. Desire for a program by students, parents and administration
2. Qualified, knowledgeable, and enthusiastic director
3. A vibrant and enthusiastic environment
4. Mission Statement
5. Instruments, music, equipment and facilities
6. Efficient and Effective rehearsals
7. Home Practice
8. Commitment by students
9. Support of Parents (Booster Club)
10. An adequate budget to maintain and advance the program.
1. Desire for a program by students, parents and administration
2. Qualified, knowledgeable, and enthusiastic director
3. A vibrant and enthusiastic environment
4. Mission Statement
5. Instruments, music, equipment and facilities
6. Efficient and Effective rehearsals
7. Home Practice
8. Commitment by students
9. Support of Parents (Booster Club)
10. An adequate budget to maintain and advance the program.
Thursday, February 9, 2012
2-9-12 Teaching Episode/Observation
1. CJMS, 8:15-9:15, 8th Grade orchestra
2. I was pretty excited about the teaching episode. I had a very detailed lesson plan and I felt very "in my element" leading a violin sectional.
3. The kids were pretty good. We only had common issues such as sometimes not stopping playing right away, and some wandering attention. Otherwise the kids were attentive and did what we asked.
4. Our pacing went pretty well. It was dragging a little at the end, I think maybe the kids were a little tired since we were pretty intense for the first half of their sectional. The most difficult part was to move quickly enough to keep students engaged, yet not too fast so they wouldn't get things.
5. My overall experience was great. I think the most frustrating part was having such contrasting skill levels in our group. We had one student who was very advanced, some that were very comfortable in the middle, and one who was definitely struggling and didn't really pay attention very well.
2. I was pretty excited about the teaching episode. I had a very detailed lesson plan and I felt very "in my element" leading a violin sectional.
3. The kids were pretty good. We only had common issues such as sometimes not stopping playing right away, and some wandering attention. Otherwise the kids were attentive and did what we asked.
4. Our pacing went pretty well. It was dragging a little at the end, I think maybe the kids were a little tired since we were pretty intense for the first half of their sectional. The most difficult part was to move quickly enough to keep students engaged, yet not too fast so they wouldn't get things.
5. My overall experience was great. I think the most frustrating part was having such contrasting skill levels in our group. We had one student who was very advanced, some that were very comfortable in the middle, and one who was definitely struggling and didn't really pay attention very well.
Saturday, February 4, 2012
Band & Orchestra: Recruiting Beginners
In their first year of instrumental music students should learn: how to properly assemble, hold and care for their instrument; how to produce a pleasing tone; how to produce a variety of pitches; play a variety of rhythms (probably whole through 8th or possibly 16th notes); and students should experience the joy of making music collaboratively with others.
I would organize an opportunity for students (and hopefully parents also) to hear an ensemble of older students (possibly the 8th grade..."see what you will sound like in three or four years") and then an opportunity for them to try out various instruments. I would then provide information regarding rentals of instruments and how being in band or orchestra works to the parents and have some sort of an orientation night. I would be sure to stress that it is best to join now, because it would be very difficult to catch up in the school program if they decided a year later that they wanted to play in an ensemble. I would also point out that great opportunities, both curricular and extra-curricular exist for students in music through high school, into college and throughout a lifetime! :) Music is one of few areas where you truly have the opportunity to continue and improve outside of the frame of scholastic involvement.
I would organize an opportunity for students (and hopefully parents also) to hear an ensemble of older students (possibly the 8th grade..."see what you will sound like in three or four years") and then an opportunity for them to try out various instruments. I would then provide information regarding rentals of instruments and how being in band or orchestra works to the parents and have some sort of an orientation night. I would be sure to stress that it is best to join now, because it would be very difficult to catch up in the school program if they decided a year later that they wanted to play in an ensemble. I would also point out that great opportunities, both curricular and extra-curricular exist for students in music through high school, into college and throughout a lifetime! :) Music is one of few areas where you truly have the opportunity to continue and improve outside of the frame of scholastic involvement.
Friday, February 3, 2012
Observation 2-2-12: CJMS
1-I observed Desiree VanZee's 8th grade orchestra at Chief Joseph Middle School in a rehearsal
2-Ms. VanZee has her students very well trained to respond to her signals to be quiet. In order to remedy some common classroom problems she had a poster hanging in her classroom to explain the procedure for getting a drink, going to the bathroom, taking care of forgotten music, ect. This saves her a lot of time in class!
3-I really liked how she started off her class with working on rhythm. Rhythmic accuracy is a life-long musical goal. I thought it was great that she approached the learning of the rhythm in a way the promoted a subdivision of the 8th note.
4- I thought that the students were playing a nice variety of repertoire. It is obvious that Ms. Vanzee has gone through all of the parts and has very clear ideas of how to articulate the solutions to technical problems.
5-I think the biggest thing I am struck by is the large disparity of abilities by students in the ensemble. This is one of the things I am most concerned about-challenging students so they aren't board but not over-whelming students who are struggling. There are obviously students in this ensemble whose technique is not up to par with other students. I wonder how much these students are getting out of orchestra compared to students that are more confident on their part.
2-Ms. VanZee has her students very well trained to respond to her signals to be quiet. In order to remedy some common classroom problems she had a poster hanging in her classroom to explain the procedure for getting a drink, going to the bathroom, taking care of forgotten music, ect. This saves her a lot of time in class!
3-I really liked how she started off her class with working on rhythm. Rhythmic accuracy is a life-long musical goal. I thought it was great that she approached the learning of the rhythm in a way the promoted a subdivision of the 8th note.
4- I thought that the students were playing a nice variety of repertoire. It is obvious that Ms. Vanzee has gone through all of the parts and has very clear ideas of how to articulate the solutions to technical problems.
5-I think the biggest thing I am struck by is the large disparity of abilities by students in the ensemble. This is one of the things I am most concerned about-challenging students so they aren't board but not over-whelming students who are struggling. There are obviously students in this ensemble whose technique is not up to par with other students. I wonder how much these students are getting out of orchestra compared to students that are more confident on their part.
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