Blog 7: Advocacy

"Hello Parents! I would like to discuss with you why you should want your student to be in the music program. Music isn't just about playing the right notes at the right time, in fact it does so much more for the students. Music further develops life skills that students will use far into their future. Students learn to be better communicators through music, bot visually as well as verbally. Students are fully engaged in the class and their participation and input make the class successive. Students are expected to observe their surrounding colleague to pick up expressive ideas and techniques. After concerts and during rehearsals student give feedback on the quality of the ensemble, suggestions, as well as interpretations of the scores. Each semester students will be placed in smaller ensembles in which their success is dependent on their communication. Discipline is another skill that musicians must posses to be productive and successful. Discipline is a very difficult skill to excessive, but music make that job much easier. Students will understand the importance of private practicing and giving 110% at all times, because they like music, they like sounding good. Think of it like a positive reinforcement, except they are the ones rewarding themselves for good behavior. Critical Thinking and Creativity are what make music, music. During rehearsals and concerts students observe each other and assess themselves. On the spot students have to think of Ideas to fix problems they are having, how to get certain sounds out, or better bowing that are comfortable. The backbone and foundation of music is creativity. Without it music wouldn't exist. Creativity isn't only required when the composer wrote the work, but it is also required to learn how to play it. Students will think of Ideas on how to play the music with technical accuracy. similar bowing and fingering patters make playing the music easier, and sound consistent. As I said earlier where would music be if it weren't for the individual musical expression that is spawned from creativity. By students accessing their own personal connection to music they can select and choose different techniques to give them the sound they want to hear.Most importantly is Music lets students express themselves for who they are as an individual, and the beauty of it is there is no correct or incorrect answer to musical expression, it's as individual as the individual themselves.

Secondary Elementary Observation (Hawthorne elementary)

On Tuesday the 10th of April Sallie and I went to observe Chandra Lind at Hawthorne. Her class was very well disciplined, there was little if no talking while she was instructing, students were quick when transitioning between pieces. The best part is that all of the students were responding to Chandra's teaching, not just listening but actively engaging themselves asking questions or demonstrating it for the class. When they needed to pack up and leave they all properly put their instruments away first and calmly, then helped put away chairs and stands. It was a very smooth operation, and I highly recommend most students to observe Chandra for classroom management.

Elementary Observation (Irving)

On Wednesday April 4 Shannalee, Sallie, Jeph, Adam, and I Attending an elementary (5th grade) band program. The structure of this class seemed very loose and almost chaotic at times. Students were disruptive a lot of the time, and it took a while for them to get set up and to transition between pieces. The balance of the ensemble had a correlation to their technique, rather poor. For example, the percussionists weren't striking the drums in the right spot so that they would resonate, and there for they would slam the drum stick against the drum, often hitting the rim and crating a large loud dry sound. several wind players had poor posture which could be related to them being too quiet cause they don't have air or any air support. At the end of class we learned that the teacher was a voice only type teacher placed in a field she had little experience in.

BHS Jazz Band and Secondary Observation of BHS Band

On March 22 Shannalee, Sallie, Kira, and I observed the BHS Jazz band and the regular concert band after. The Jazz band was well disciplined, and was ready to play what the instructor commanded. he warms them up with a tune that every musician improvises a solo and they move on. We each got to start a jazz piece at our own tempo (which was on average an/around Allegro). When the Jazz band left the next period was Band. To me it felt like it took an abnormally long time to set it up and be ready to play. Burdhal's teaching methods are pretty agressive which I admire because students that I talk to have a lot of respect for the man, so they dont feel like he is being unjust to him. The way the students saw it was that he is VERY passionate about the music so he "has every right" to be angry when something goes wrong in the music. Another occasion was the percussion was constantly missing their parts and Burdhal did get extremely frustrated with it and did yell, which at a time made me uncomfortable. Of all the teachers I have ever seen in my Life Kelly Burdhal's school of teaching is the most aggressive of any other that I know. When I plan to teach I will be an aggressive teacher who want to get stuff done, I view school as social job, not a party. I've seen one too many times teachers who are gentile and forgiving get trampled on by students, and with todays society the youth are becoming more forward about their feelings and teachers now need to react to that and have more forward teaching methods.

BHS Secondary Observation

On March 20th Kira, Sallie, Karen, and I lead Warm-ups for the BHS Camerata Orchestra. Sallie started off with a scale for the ensemble, Kira with the Call and response improve. I was next with the Etudes, and Karen finished it off with the fiddle tunes. I had originally planned to play the Etudes on the violin, but no one was willing to loan me out one, so I practiced on the cello with intentions of playing that. The reason why I was against using my primary instrument was because I would have to sit for demonstrating the variations in the Etudes. If I was sitting (in the teaching world) I would not be able to see if every student was participating, if students were struggling, or misbehaving. Luckily, Joe Q Let me borrow his violin the night before we had the warm ups. it was a bit difficult sight reading the etudes on an instrument that I hadn't played for 5 years. I had planned the rhythmic variations of the etudes and at the end I selected two people to make up their own and demonstrate it to them.

BHS Primary Observation

On March 6th Kira, Sallie, Karen, and I observed BHS Camerata Orchestra. They were very well behaved. Most of the class time was spent doing warm ups, and yes he was walking us through them one by one, but I feel like on a normal day it would have taken around half an hour of time to warm up. leaving very little time to play music. He had a variety of useful warm ups. He would start with scales, and change up the rhythms, then would play a short melodie and have the orchestra copy him. He would have the orchestra pull out their etude books which were all the same sequence of etudes but written in the octave of the instrument. He would play the etude and have the ensemble play it back, then would change the rhythm of that etude and they had to repeat it in the same rhythm. Finally, he would have them pull out their fiddle tunes and he would select random soloists to play at the repeats. The first day they did not get to any concert music.

CJMS Band (Secondary Observation)

On February 23 I, Adam, Kira, and Sallie Observed the Chief Joseph Middle School Band. They were very attentive during class, with minimal disruptions, only one time I recall her having to ask a student to behave and keep his voice down. They actually surprised me for their organization of the 5th grade. When they switched works the percussion section (all by themselves) moved their instruments around to the proper arrangement and reorganized themselves in a quiet timely manner. A handy tool is that the teacher used a microphone necklace thing and her voice was amplified over the loud speakers so that students could hear her. One problem I see with this is that if she can be louder wouldn't this encourage playing while the teacher is talking? cause now students could play PPP and not pay attention to the teacher while you can clearly hear her voice over everything else, but that student if focused on that instrument.

Pep Band

On a very snowy February 10th Jeph and I nearly died getting to BHS. Their selections are listed below the blog. The Ensemble seemed very clean and neat, no random people out of place running off stage cause they forgot music or anything, I would assume that the rules were very clearly laid out before the concert. Rep. -Final Countdown -Tequila -Lady Gaga: Poker Face

Tone

Why is Tone Important for Students? 1. Intonation - the most basic but still very important. Good tone is produced only once a student achieves proper intonation. Stringed instruments are the best example of this. As a cello is tuned which ever "A" is given (ranging from 438-442, or more) when a pitch is played "Intune" the instrument will resonate deeper and longer. 2. Musicality -Having good intonation, therefor helping with your overall tone will make the instrument "sound better" or more pleasing. This is critical to newer students, after all why on earth would they want to play an instrument that sounds terrible. Good tone allows students to feel comfortable with their instrument and play out and take musical liberties and experiments with techniques and dynamics/articulations. 3. Communication -Tone is so specific its as just about as individual as the individual themselves. One small thing can change and that will change the whole timbre of the tone. In an abstract way you can relate it to communication. Yes, it may not be verbal communication, but Auditory and Visual communication. With stringed instruments even where in the bow someone is playing can effect the sound being made. Student's need to observe others to match bowing, fingerings, etcetera, in order to have the same tone.

Elements of a Successful Program

Elements that I think are essential to a successful program 1. School Community Desire for the Program - With out the support from the school and community your program would not exist. Support from with in the school shows that teachers or other subjects (math, history, etc) allow their students to miss additional class time for festivals and emergency rehearsals. Support from the community can come with many benefits, varying from financial and physical support. These can be parents who are coming to help out with concerts, in to class to manage uniforms, part of a booster organization for your program. Another large feature of community support is venue availability. Perhaps a pleased parent of one of your students is the pastor at a church or owner of a nice hotel where you can perform your concerts in for free. 2. Qualified and knowledgeable director. -Without a a good teacher students wont learn, no if's, and's, or but's. Teachers give students the materials and tools they need to be successful. When it comes down to education It is ALWAYS more important that the teacher teaches students how to critically think and research for facts, instead of telling facts to students. 3. Instruments and Equipment (and uniforms). -This is also pretty straight forward, if you don't have instruments an instrumental program can be incredibly difficult to cultivate. You can teach notation and basic theory still, but instrumental performance and maintenance will be exceedingly difficult. 4. Music (Quality Repertoire). -Having good music for your students to perform and work off of. Music that is too easy can make students take practicing for granted and associate music as a joke. Music that is too difficult can make students turn off and push away from music feeling like a failure. 5. Advanced Planning and Organization. -Teachers who can plan ahead and have all paperwork and music issues sorted out gain a lot of respect from students. This makes the students less anxious in music as well. When teachers are hosting music festivals a well organized and prepared festival reflects greatly on the school and even your own students will notice if its good or not. 6. Policies and procedures supported by parents, teachers, and administrators. -Having policies that are supported and respected by parents they will have your back for discipline issues that may arise with students. This also ensures "smooth sailing" and being fearless that parents will contact you to complain about your methods. 7. Effort and desire for excellence (Instilled by director). -Manifesting this passion in music to students is key for getting them to practice and think ahead about the reward of playing amazingly. With students having this passion as a driving force in their knowledge is a huge benefit in your program because of the face that the quality will go up. 8. Parent Booster Organization -I think this is a very important thing as well. These will rais money for your ensemble to buy new instruments, music, repairs, festivals fees, tours, and so much more. If you can bring in additional finances your already expensive programe take take some weight off its shoulders. 9. Time With Students -This is also very important for obvious reasons. You need time with students and especially with music time after and before school may be necessary for some students who aren't understanding music. 10. A Clear Path for the Program (I.e. Mission Statement). -Having a focus and direction with a goal that not only you will relate to but your students as well make it more effective and easier for students to want to strive for this.

TE Reflection

Austin Berscheid Instrumental Methods/Field Experience Spring 2012 Prompt for Blog Week of 2/13/12 (also counts for CJ TE Day 2 blog) The intent of this entry is to serve as a formal reflection of your teaching experiences at Chief Joseph Middle School. Use this document as a template, but delete any text that is not your own. This will also be included as an artifact in your resource notebook, so spelling and grammar count. The reflection is worth 3 points (the same as an assignment) and will be assessed on clarity, depth of thought, and your response to the provided prompts below. In the final version, be sure to include your name and the date. The blog is due approximately one week after your day 2 of your teaching episode at CJ. Details The first day we had practicum at Chief Joseph Middle School, the class we observed and worked with was 8th grade. First teaching episode was with cellos and basses, while the second day of teaching was with Violas. Our final day at CJMS was spent observing the band. The focus on the teaching episodes was on podium etiquette, name memorization, sectional leading, and teaching a rhythm. Learning Goals What I had hoped to accomplish for my own personal gain is more experience in the thought process of middle school student. Understanding how they think and how to keep their attention, in my opinion it is a major factor in how you design your lessons plans. As for the students I had hoped that they could reproduce my rhythms within 80% accuracy. With the student’s orchestra music, I had hoped to accomplish two things. First I had hoped that with a basic fingering for small sections of their music, they then could use what I gave them and create a fingering (modified if needed) on their own. This I found was successful to the 8th grade level. The second was for them to listen and feel confident with each other, so that everyone had each other’s back when it came to the music. Process On my day of leading sectional (the first day of teaching), we had removed the cello/bass from the orchestra room to out in the hallway. This, fortunately, did not take much time out of lesson plan. Then Adam, me, and the students introduced our selves and our favorite color. After introducing I let Adam take over to teach his rhythm while I stood to the side. At the end of Adam’s lesson on rhythm one girl (whom I don’t remember her name because several weeks have passed since this event) joined on the cello. After Adam’s lesson I took over for the string section. First I asked what parts they feel uncomfortable with; they mentioned three areas (two of which were the same Idea). The first area was difficult due to rhythm/speed. So I had them slow it down to a manageable level. Periodically I would ask if any of them would be willing to demonstrate the rhythm for the rest of the group, and each time a couple were more then willing to demonstrate. Gradually I would speed the tempo back up, and then even a little (around 5-10 BPM). Once we got up around a tempo we would repeat it three times. Then, I worked on their second concern in the music, which dealt with fingering. At first I just gave them the first couple measures of a basic fingering, the following measures were a sequential pattern. After they figured out it was a repetitive pattern I had them look out the small amount, around 3 notes) that didn’t fit within the fingering sequence, I had them tell me what fingers they should use, and they were correct. After the sectional, it was about time for them to go, so we went over their name, and I had missed a few. Then we brought all of out supplies back to the class. On the second day of teaching I only taught my rhythm and helped Adam with some string sectionals. We had the Viola’s in our group and there were five of them. When I was teaching my rhythm I broke it into four cells, then had individual students clap the rhythm back to the rest of the group. Then I had them do two-bar portions secondly. Finally we did all four measures at once. When Adam lead the sectional he had the same concept as me with breaking it apart and going from slow to fast. I tried to not involve myself too much because when we teach we wont have a second teacher to help us. But when Adam needed assistance I did provide suggestions such as fingerings and bow placements. Assessment I wont disclose all students’ grades, because that would take up a lot of space. But my grading would put it each score within the 82%-95% range. I had two main things I was grading on. Participation was one. Where as long as they tried and had the motivation to try their hardest they go 3’s. My other criterion that my rubric looked at was accuracy. No one scored a 1 in accuracy, which was “Student could not accurately clap and sing rhythm, was correct less than 50% of the time, more than 8 mistakes.” My students for rhythm were 2 students scored “2-Average” and 3 scored “3-Excellent”. I designed my rhythm to be a little tricky because it alternated between duple and triple rhythms, which didn’t trick the students as much as I though it would have. Thoughts and Feelings I think teaching students to sight-read rhythms daily is a key element in their musical development. I didn’t really feel much of a feeling other than what I normally fell. Yes, I guess I could say I was a little excited. It’s convenient to be able to test your lesson plans on students. And for our colleagues that don’t play stringed/wind instruments this may be frightening to them because of their lack of experience in instrumental music. So, overall this lesson does help with reinforcing what I already know, and getting more “podium time”.