Joey

McClain 1
EDUC 461

TWS-7
A. Overview of Recorded Lesson
a. For my recorded lesson I chose to do the high school setting. The focus of
the lesson was on Key Signature and how to identify them. What I did was
that first I wrote on the board the order of flats and sharps and showed the
students tricks on how to determine what key your in using the order of
sharps and flats. After explaining the concept, I had the students do a
worksheet that had the key signature written out like on a sheet of music
and had the students write what key they are in. After the worksheet, the
students applied what they now know about key signatures to one of their
concert pieces, Christmas with Charlie Brown.
B. Instructional Decision Making
a. One thing that I noticed when rewatching the lesson, was that whenever a
student had feedback, I provided accurate and helpful ways to help the
student understand the concept. While the students were working on the
worksheets I noticed that some kept asking the same questions, so I
decided to address the problem with the class so that the appropriate
feedback is translated for the whole class. Also, when someone asked if
they got a certain problem right I would ask them how they got to that
answer and if they didnt get the right answer I wouldnt tell them the right
answer, but I would help guide them to it by working it together. When
working on Christmas was Charlie Brown mainly all of my instruction
was feedback on how they could sound better. What would happen is that

Joey McClain 2
EDUC 461

while the students played, I would listen for right notes and proper musical
phrases and if the notes were not right or if I thought the students could
make a line more musical then I would address it and provide feedback on
how to fix the problem. One example of that type of feedback would
include addressing what note is wrong and having the students look at the
key signature to make sure there playing the right notes. Another example
would be if I wanted a phrase to be shaped a certain way then I would sing
how the line should sound. There was one problem where I was trying to
explain to the saxophones how they could find their key based on concert
pitch and I knew that they were not getting it so I had to abandoned that
train of thought and move on to the rest of the lesson. Something that I
could have improved on was providing better feedback on intonation and
pitch tendencies. There were times when the clarinets would play out of
tune, and I knew they were, but I was so focused on getting right notes and
rhythms that I didnt address the problem. At the end of the lesson I
wanted to find out if the students actually learned more about key
signatures and how to identify them better so I just asked if the lesson was
helpful and everyone in the class responded very positivity about it.
Something that in notice with my feedback is that I make it very positive
and encouraging to help boost student participation and morale. All in all,
I thought the recorded lesson went well and I provided some great and
positive feedback to student performance.