Lesson 1:

In my first lesson, students learned a process for learning songs by ear. This was achieved by
demonstrating a process for learning from ear to students and having students participate
throughout. For example, in the video you can see students participating by raising their hand
when they hear a resting point in the tune Leapin’ on Lenox. When I taught this lesson to my
students, I differed from what was on my lesson plan in a few ways. In my opinion, the worst
differing I had resulted in me forgetting to ask students questions I had intended to ask them. For
example, I meant to ask students at the beginning of the lesson to share their individual process
for learning from ear. I intended to ask this so that students would learn from each other and have
multiple different ways to learn from ear. Another aspect of my lesson that differed from my
original plan resulted in me not demonstrating my full process for learning from ear before
having students participate in the walkthrough. I had intended to demonstrate the full process by
myself first so that students could see an overview of the process before participating in the
walkthrough. During my lesson I was frequently monitoring student learning when guiding them
through learning Leapin’ on Lenox by ear. When I had students play the resting note pitch, I was
evaluating if everyone was playing the same note. At first, there were some individuals that did
not figure out the note yet. So, I gave more work time and I walked around assisting the students
I noticed were struggling. I gave these students advice on fingerings and suggested playing in
different partials on the instrument. I was very careful to not give them the answer. For my next
lesson, I will be sure to check up on the students that I noticed were struggling during the guided
walkthrough. I will also be sure to remind students of the tools that they have available to them
when learning from ear.

Lesson 2:
In my second lesson, students selected a piece to learn either individually or in a group. Students
used individual work time to work on learning their selection by ear. However, there was a short
overview of the process taught in the first lesson at the beginning of this lesson. While students
were working on their selections, they showed their learning by writing down sheet music of
their selection on staff paper. This can be seen in student examples. I did not make any
adjustments during this lesson. If I were to make any adjustments after having done the lesson, I
would provide more work time for students. After the review at the beginning of the lesson,
students only had about 20 minutes to select something to work on and learn a part of it.
Personally, I don’t think that this was as much time as students needed. I monitored student
learning during this lesson by walking around and checking up on students. If students were
struggling with something I would give them advice to help with figuring things out. Examples
of this included having students sing what they were trying to learn or having students find
starting and ending notes of a phrase. As a result of limited time, I will be sure to address
student’s needs by giving them time to work at the beginning of the next lesson.

Lesson 3:
In my third lesson, students continued to work on the selected piece and then performed what
they had worked on for each other. Student learning of their selected piece can be seen in their
written out sheet music and in their performances. This lesson went a little different than planned
because I was unaware that the room that had speakers in it was reserved. As a result, students
weren’t able to play what they had worked on with a recording during their performance. Other
than the room change, I don’t think that I would really change any aspect of this lesson. I might
have preferred giving students a reflection form to fill out as opposed to a verbal reflection after
students performed. I monitored student learning during this lesson by walking around and
checking up on students. If students were struggling with something I would give them advice to
help with figuring things out. I was also assessing student learning through the performances that
students gave. I was familiar with many of the songs that students had selected and was using my
familiarity to check for accuracy.