Recorder Performance Assessment

http://youtu.be/k6P-FSgzNmc?list=UU8kTsMufA1grSV4HQ_ccD9g

Week 9

WOODWINDS

http://youtu.be/SPRy3kG8jKs

This video depicts that this is Soprano Saxophone is part of the woodwind family because it has a reed on it, many different keys on it, and you have to use your mouth and breath to produce sound. 

STRINGS

http://youtu.be/QxnP8Z5JAXQ

This video depicts the Mandolin and Violin/Fiddle are a part of the strings family because they have strings on them, and you use your fingers to produce sound. 

Brass

http://youtu.be/KgxuzMilgC8

This video of a French Horn represents the brass family. Because it uses a mouth-piece, it uses breath and the mouth to produce sound, and it is made of metal.

Percussion

http://youtu.be/kT1kMVsFw8Y

This video depicts the Vibraphone, Marimba, and Glockenspiel which are a part of the percussion family. You use your hands to produce sound. No mouth or breath. In this case, mallets are used.

 

Teaching a Song

http://youtu.be/VBh2uK6ESGM

Week 6

While "teaching" the poem, it is really different to just speak into a camera than actually being in front of a class and teaching the poem. I would prefer to be in the classroom actually interacting with students, but this is a good tool to use and can broaden the way we teach.

To introduce the poem, I started patting the beat on my legs, then I recited the whole poem. I then patted my legs for another 4 beats and then did the ti's and ta's. In a normal situation, I would've introduced the poem and recited it in sections then put the whole poem together. I then would've wrote out the notation of the poem (ti's and ta's) and then introduce the ti's and ta's. After a few repetitions I would say the whole poem again, and maybe have the students make up their own body percussion.

As I watched the video of the correct way to say the poems. I believe I did well with quoting it and getting the rhythm correct. To make my teaching better, I would have slowed down, and maybe introduce the poem by telling a story or something. To just jump into it is sometimes not the best way to go about teaching it, but for the most part I think I did well. I maybe would've added some more inflection to my voice or made my tone sound brighter, cheerful, but I believe I did well.

Week 5: 1st Microteach

Week 4 Video Intro Re-Do

Week 2 Rhythm This

-Rhythm is a repeated pattern that makes up music.-

• In this video I liked how Miss Taylor presented the concept by using visuals. I also liked that she had examples of "ta's, ti-ti's, and rests", I also liked that she had a definition of what rhythm is, but put it into her own words and made it a way for the students to understand. I also liked that she engaged the classroom by having them clap the rhythm that she had wrote on the board. It allows the students engage in the concept and understand the rhythm.
• The only thing I did not understand is if she is introducing rhythm, then why would her first example of rhythm be a complex pattern? I would have started with just quarter notes (ta's) and rests, as a repeated pattern, just to understand how (ta's, ti-ti's, and rests) work in the pattern. 
• I think this is a good example of good teaching because she used teacher-centered learning by leading the discussion and presenting the material, but she also used student-centered learning by letting the students discuss with peers what they thought rhythm was and then clap them rhythm to understand the concept. I also think it was good teaching to keep the students engaged in the lesson, and she also used visuals. 
• She presented the concept by accessing prior knowledge, having students make their own definition of what they thought rhythm was, used sources to give definition of rhythm, summarized the definition to make it student-friendly, she then used aural skills to allow students to hear how rhythm works, then used visuals to show how the pattern is, then had the students engage and clap with her. These methods are important, because classrooms are diverse. Some students can learn visually, others learn better aurally, and it repeated the concept so retention was more applicable. Music in general is a hands-on, active learning process/experience. I think she did well delivering the lesson.