C.J TE Day 1
This was the first day that I worked one on one with the 8th grade orchestra students at CJMS. Kira and I took the violin I's into a practice room and worked with them for the entire class period. After my first observation, I was not worried about managing a group of these students. Their classroom teacher has done a great job of teaching them to be respectful, active listeners. It took a lot of prompting to get them to start talking with me. I am not sure if this is because is was early morning or because they were scared to talk. Kira taught her rhythm and the students were very responsive. I think she taught the rhythm differently than the classroom teacher, because the students took several tries to pick up on it. These students seemed to have fairly comprable abilities, with the exception of maybe one student who took private lessons. I learned the names of all of the violin I's, who were all boys except for one.
I was nervous to delve into the music since I do not play the violin, or any of the instruments in this string orchestra. I had a semester of techniques, which I honestly do not feel prepared me to work in depth with a violin section. It was great to be teaching with Kira, because she knows the violin like the back of her hand. I was able to help the violins with their intonation. I may not be able to play the violin, but I could sing to the students and play the piano, which seemed to help them just as much as Kira showing them fingerings. We helped them through a few difficult sections of music, and when we asked them which piece they were having the most trouble with, they pulled out an orchestral work from the opera, "Carmen". I instantly knew the piece, which helped me help them. I was able to tell them what was going on in the opera at the point when this piece is played and helped them with the mood of the piece. Since I knew it so well, I could sing it for them. This was very encouraging to me, because even though I know very little about the violin, I was completely comfortable teaching them a song I knew. If I am ever an orchestra teacher, I will obviously know the songs I am teaching. I now feel much more comfortable with the possibility of teaching orchestra, since I know I won't totally crash and burn!
Saturday, February 25, 2012
F.E. Blog 3
C.J Primary Observe
I was a little nervous for my first day of instrumental ensemble observation. I have always been a choir kid, so orchestra and band are very foreign territory for me. I have occasionally played piano for orchestra or a like ensemble, so I at least knew kind of what to expect with an orchestra class. I was surprised about how young the orchestra teacher was. She did not seem much older than I was, which was exciting because I could really see myself in her shoes. I was interested to see how a music class would go at 8 in the morning. The students were ready to begin class as soon as the announcements started. They sat quietly and listened, which spoke to me about the policies of the teacher. They began with rhythm reading, which I thought was a great way to start class. It got students into "music mode" without being too difficult. The students did really well with the rhythms and the instructions the teacher gave were very clear. They moved seamlessly into the next thing that was written on the board. Transition time seems to be one of the trickiest for younger students and these students stayed right on task. The students respected the instructions. I think I expected a little more chaos in a middle school instrumental ensemble. There were some very talented students in this orchestra, which I think helped with intonation. As the students moved higher through the scale they had some difficulties with tuning, but I think this is common. I was impressed that all of the students tuned their own instrument, and most of them did it really well! Overall, watching this class only made me more excited to be a music teacher. One often hears horror stories of unruly students and less than stellar intonation, but these students were nothing of the sort, which I think is the outcome of a well prepared, well respected teacher.
I was a little nervous for my first day of instrumental ensemble observation. I have always been a choir kid, so orchestra and band are very foreign territory for me. I have occasionally played piano for orchestra or a like ensemble, so I at least knew kind of what to expect with an orchestra class. I was surprised about how young the orchestra teacher was. She did not seem much older than I was, which was exciting because I could really see myself in her shoes. I was interested to see how a music class would go at 8 in the morning. The students were ready to begin class as soon as the announcements started. They sat quietly and listened, which spoke to me about the policies of the teacher. They began with rhythm reading, which I thought was a great way to start class. It got students into "music mode" without being too difficult. The students did really well with the rhythms and the instructions the teacher gave were very clear. They moved seamlessly into the next thing that was written on the board. Transition time seems to be one of the trickiest for younger students and these students stayed right on task. The students respected the instructions. I think I expected a little more chaos in a middle school instrumental ensemble. There were some very talented students in this orchestra, which I think helped with intonation. As the students moved higher through the scale they had some difficulties with tuning, but I think this is common. I was impressed that all of the students tuned their own instrument, and most of them did it really well! Overall, watching this class only made me more excited to be a music teacher. One often hears horror stories of unruly students and less than stellar intonation, but these students were nothing of the sort, which I think is the outcome of a well prepared, well respected teacher.
F.E. Blog 1
6th Grade Performance
I am amazed at the quality of the band, choir, and orchestra programs at CJMS. I enjoyed myself immensely at their concert. The teachers seemed very likable and the students seemed very excited about the music. The first thing that struck me about this concert was the turn out. The weather was TERRIBLE and yet I could hardly find a place to park. The gym was packed and the obvious support of these programs was overwhelming. It was really encouraging to see so many people at this concert. I am fairly positive the turn out at the CJMS concert was greater than any MSU Chorale concert I have ever sung in. The repertoire was appropriate but challenging and very enjoyable to listen to. The students had fantastic intonation. I think I was most impressed by the band. Band instruments are hard to play in tune in the first place and I honestly did not know what to expect from a 6th grade band. They blew me away. The students in these ensembles were very professional. The teachers did a great job with management. After going to this concert, I look forward to attending many more CJMS concerts. I hope to one day teach in a school with such great support for their programs and high student enrollment.
I am amazed at the quality of the band, choir, and orchestra programs at CJMS. I enjoyed myself immensely at their concert. The teachers seemed very likable and the students seemed very excited about the music. The first thing that struck me about this concert was the turn out. The weather was TERRIBLE and yet I could hardly find a place to park. The gym was packed and the obvious support of these programs was overwhelming. It was really encouraging to see so many people at this concert. I am fairly positive the turn out at the CJMS concert was greater than any MSU Chorale concert I have ever sung in. The repertoire was appropriate but challenging and very enjoyable to listen to. The students had fantastic intonation. I think I was most impressed by the band. Band instruments are hard to play in tune in the first place and I honestly did not know what to expect from a 6th grade band. They blew me away. The students in these ensembles were very professional. The teachers did a great job with management. After going to this concert, I look forward to attending many more CJMS concerts. I hope to one day teach in a school with such great support for their programs and high student enrollment.
Blog 5
Dear future me,
This is important for you to remember. I have narrowed it down to a list of ten things you MUST have to have a successful program.
10 Elements of a Successful Program
1. School/community desire for a program
Who wants to teach where they aren't wanted?
2. A clear path for the program (i.e. mission statement)
People need to know what you plan to accomplish in order to support you.
3. Yearly budget from the school for maintaining and even advancing the program (i.e. drumline and
colorguard staff)
Music and instruments are expensive! You don't want to have to pay for that out of your own pocket
4. Instruments and equipment (and uniforms)
You can't have a band or orchestra without instruments.
5. Time with students
How will you teach them if you aren't ever in the same place at the same time?
6. Facilities
You need a safe, comfortable place for you and your students!
7. Music (quality repertoire)
You could have the best band or orchestra in the world, but without quality rep., your performances will be lacking.
8. Performances
Students want to feel accomplished! And concerts are a great way to reach out to the community.
This is important for you to remember. I have narrowed it down to a list of ten things you MUST have to have a successful program.
10 Elements of a Successful Program
1. School/community desire for a program
Who wants to teach where they aren't wanted?
2. A clear path for the program (i.e. mission statement)
People need to know what you plan to accomplish in order to support you.
3. Yearly budget from the school for maintaining and even advancing the program (i.e. drumline and
colorguard staff)
Music and instruments are expensive! You don't want to have to pay for that out of your own pocket
4. Instruments and equipment (and uniforms)
You can't have a band or orchestra without instruments.
5. Time with students
How will you teach them if you aren't ever in the same place at the same time?
6. Facilities
You need a safe, comfortable place for you and your students!
7. Music (quality repertoire)
You could have the best band or orchestra in the world, but without quality rep., your performances will be lacking.
8. Performances
Students want to feel accomplished! And concerts are a great way to reach out to the community.
9. Effort and desire for excellence (instilled by director)
10. Policies and procedures supported by parents, teachers, and administrator
You do not have a program without support from the parents, teachers, and administrators.
10. Policies and procedures supported by parents, teachers, and administrator
You do not have a program without support from the parents, teachers, and administrators.
Blog 4
Dear Me,
The first year of instrumental music is incredibly influential in students' future decision making. In Montana, most students will be in an instrumental music class beginning in 5th grade. This one year makes all the difference in whether or not a student will continue being in an instrumental ensemble. It also is usually a student's first experience playing an instrument; the majority of the student body will not have taken private lessons. As a teacher of first year students, you are not only responsible for their enjoyment of the class and the music, but also of their musical knowledge as a whole. During this first year, I think the most important thing for students to develop is a musical ear. Even if a student can read music, they still must be able to play with correct intonation. Many teachers will teach their first year students by rote, which I do not consider to be entirely bad. Students have to be able to put together their instrument and then tune it. They should be able to play in tune alone, but also in tune with the ensemble. First year students should learn to listen to the ensemble as a whole and know where they fit in. I also think that being able to read rhythms is important. Students will likely have picked up some rhythm reading in their general music classes, but it is important to address this and continue with rhythm reading. Articulation comes into play while reading rhythms, and students should know how to properly tongue, pluck, bow, or strike their instrument. As previously mentioned, I do not think that teaching by rote is bad, but I also do not think it should be taught that way the entire year. Once students are comfortable playing their instrument, they should be able to read basic scales. For band I would recommend B flat and F major. Strings should be limited to key signatures of 2 or less sharps or flats.
Another very pertinent thing students experience in their first year of instrumental music is the sense of community. Students have not had another class where their success depends entirely upon the success of the class as a whole. Students learn to work together, and in my experience, develop deep and lasting friendships. Realistically, students are most likely to join your ensemble if they have a friend that also does so. Students, especially in middle school and high school, are the greatest influence on each other. As a teacher you should be able to teach students important topics, like intonation and rhythm, while still making it enjoyable. If students do not like you or your class, they will likely not return the next year. I would love to say that the most important draw of my program will be the musical knowledge, but in many cases it probably will not be. I want to be approachable to both students and parents. I want my students to experience success in instrumental music, because the most fun thing for them is to play well. If the students are playing well and also enjoying themselves, parents will most likely want their children to be in my program. I want to make my program appealing by playing music that the students will recognize and enjoy. I will definitely work in other pieces, but I know that as a student I LOVED playing pieces that I recognized. Ideally, I would like to have a concert on a parent's night or open house so that I can really show off my students and their talent to parents of prospective students. I could talk to them all day about how great my band or orchestra is, but seeing (hearing) is believing. After the concert I would like to have a Q&A with parents and hopefully influence their decision to encourage their child to take my class.
Hope this is helpful,
Sal
The first year of instrumental music is incredibly influential in students' future decision making. In Montana, most students will be in an instrumental music class beginning in 5th grade. This one year makes all the difference in whether or not a student will continue being in an instrumental ensemble. It also is usually a student's first experience playing an instrument; the majority of the student body will not have taken private lessons. As a teacher of first year students, you are not only responsible for their enjoyment of the class and the music, but also of their musical knowledge as a whole. During this first year, I think the most important thing for students to develop is a musical ear. Even if a student can read music, they still must be able to play with correct intonation. Many teachers will teach their first year students by rote, which I do not consider to be entirely bad. Students have to be able to put together their instrument and then tune it. They should be able to play in tune alone, but also in tune with the ensemble. First year students should learn to listen to the ensemble as a whole and know where they fit in. I also think that being able to read rhythms is important. Students will likely have picked up some rhythm reading in their general music classes, but it is important to address this and continue with rhythm reading. Articulation comes into play while reading rhythms, and students should know how to properly tongue, pluck, bow, or strike their instrument. As previously mentioned, I do not think that teaching by rote is bad, but I also do not think it should be taught that way the entire year. Once students are comfortable playing their instrument, they should be able to read basic scales. For band I would recommend B flat and F major. Strings should be limited to key signatures of 2 or less sharps or flats.
Another very pertinent thing students experience in their first year of instrumental music is the sense of community. Students have not had another class where their success depends entirely upon the success of the class as a whole. Students learn to work together, and in my experience, develop deep and lasting friendships. Realistically, students are most likely to join your ensemble if they have a friend that also does so. Students, especially in middle school and high school, are the greatest influence on each other. As a teacher you should be able to teach students important topics, like intonation and rhythm, while still making it enjoyable. If students do not like you or your class, they will likely not return the next year. I would love to say that the most important draw of my program will be the musical knowledge, but in many cases it probably will not be. I want to be approachable to both students and parents. I want my students to experience success in instrumental music, because the most fun thing for them is to play well. If the students are playing well and also enjoying themselves, parents will most likely want their children to be in my program. I want to make my program appealing by playing music that the students will recognize and enjoy. I will definitely work in other pieces, but I know that as a student I LOVED playing pieces that I recognized. Ideally, I would like to have a concert on a parent's night or open house so that I can really show off my students and their talent to parents of prospective students. I could talk to them all day about how great my band or orchestra is, but seeing (hearing) is believing. After the concert I would like to have a Q&A with parents and hopefully influence their decision to encourage their child to take my class.
Hope this is helpful,
Sal
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