Music Education GeoRGE ; ity Dri MASON | School of Music “"Ruartinzanaauea Video Observation Report Student Teacher: Samantha Charriez. 2/8} 2017 DateSubmitted: 2 / 8 / 2017 To DAY “Wear TIO BAY “YEAR DIRECTIONS: Select video 10-20 minutes length to observe Type information requested above and prin this form out. Complete the data analysis in PART 1 in pencil. Type your responses to PART 2 ona seperate page, print that page out and staple to this pape Submit to US along witha ink tote video on or before the deadline psted in the GMUsicEd Calendar. PART 1: DATA ANALYSIS. Using the video recording, calculate the following: A. Teacher Talk to Student Performance Time (Handwritten) ‘The timer only runs when the students are participating in a music making activity (.e. performing, singing, izling, clapping rhythms, etc:) Placement:[¥]1 [_]2 Due Dat. ‘Round all ines up from 30¥ seconds ‘Total Teaching Time in Minutes. | A | 3 ‘Total Minutes of Music Making B 8 subtract B from A Minutes of Teacher Talk 5 B. Estimated Specific Praise and Specific Feedback Tracking (Handwritten) General Praise Specific Praise ‘Specific Feedback — | General Criticism Wt wn Pa Ha ul (aisowornes tron au. roononss anove © | [B]SUM OF TICS FROM | [C] SUM OF TICS FROM] [D] SUM OF TICS FROM | [E] SUM OF TICS FROM GENERAL PRAISE: | SPECIFICPRAISE: | SPECIFIC FEEDBACK: | GENERAL CRITICISM: uy 4 10 3 50 te100=% 20. |exs0=%20. |2x100=% PART 2: REFLECTION. Using your video recording as a basis for observation and the data analysis, above, respond to the following prompts. ‘A. EFFICIENCY. What does an analysis ofthe projected start/end times on the lesson plan ‘compared with the actual start/end times measured in PART 1A reveal about the pacing of your lesson? Explain, B, MOTIVATION. Using the results from the Estimated Specific Praise and Specific Feedback ‘Tracking chart, describe your strengths and areas that need improvement when providing feedback to your students. C. EFFECTIVENESS. Based upon the video observation, list specific objectives on your lessonA. [believe that the pacing of my lesson went very well. Altogether it was a thirteen-minute lesson in which we divided the music into reasonable chunks to solidify each section’s rhythms and pitches. At the beginning of our lesson, we played our daily five-note warm-up and reviewed concert Bb, Eb, and F major scales, and the chromatic scale starting on a concert Bb. When we worked in the Essential Elements Book, I would play four measures while the students would listen and finger. Then the whole class would play it and we would repeat the process. We corrected issues by reviewing past lessons and incorporating new activities on dynamic contrast and stretching the range. The results from the Teacher Talk to Student Performance Time chart reveal that although the students spent more than half the time playing, I still spoke for five minutes out of thirteen. In conclusion my lesson pacing was pretty good, but I believe I can still talk less and have the students play more. B. In this lesson, my strengths revolved around specific feedback. Many young brass players have a difficult time to reach the high concert Bb. The best feedback you can give is to 1. Blow the air downwards, 2. Blow fast/cold air, and 3, Use a lot of energy. Another example is to give constant feedback on proper breathing and posture. It is so important to engrain these simple fundamentals in the students’ heads. I had some specific praise but it was definitely not enough, ‘My weakness was that I had an equal amount of general and specific praise. I need to include more specific praise. I would say, “great posture, I love how quiet you are being, great fingerings, great tonguing,” Adversely, at the end of playing an Essential Elements exercise, I would say “good.”C. Unfortunately, classes will be moving around and that was the last day with the all trumpet class. I believe that the students extremely benefitted from being in a class on all trumpets, even though they were different age and ability levels. If there was another trumpet class, I would focus on correct articulation, releases, and staying in time. Keeping a steady beat amongst the class was difficult due to having to play in a cafeteria and sitting in seats so spread out. Next, class I would bring chairs and place them a circle around me, Because I was trying to get through the teacher’s lesson plan, I did not focus on having 100% accuracy. Some students in the class have severe special needs so I learned not to spend too much time helping those individual students. I want to focus on starting and ending notes together, and having a clear articulation. During the warm-up, repeated quarter notes sounded like half notes or whole notes because there was no clear start to each note, I would then review the last Essential Elements exercise we did in class and continue learning the next exercises/concepts. I especially want to incorporate the fundamentals mentioned earlier during the warm-up and scales. I will also teach them their last scale on that scale sheet, concert Ab major.