Symbolic Association Teaching Reflection

Video:

https://youtu.be/ILeQnh9vchM

Reflection:

I appear fairly well prepared. There are times when I have to refer to the notation to know the lyrics or the pitches, however, towards the end of the activity I am able to maintain eye contact with my students. The preparatory sequence was a little difficult because this song begins on mi, but after several repetitions I am able to start on mi easily. I can improve my preparation by running through my teaching sequence physically, not just in my head, pretending inanimate objects are my students. My visual is also simple but well prepared.

I maintain the tonality and sing the patterns correctly. However and I am struggling with patterns that begin with mi. Therefore I should practice tonic patterns that begin on mi, not just on do and sol. My cueing is very clear, however I must consistently ensure that there is a space before students students sing so that there is time to audiate.

My directions are clear and I am able to explain things in few words. My teaching sequence is also appropriate, straight forward, and flows well. One thing I can improve in my teaching sequence is to tell the students right away is that when there are two sharps do is also called D. I must also ensure that the song is already familiar before I add the symbolic association element.

Field Work Assignment 7

Lesson plan

Objective:

S will experience a minor song at the aural/oral stage

Materials:

“The Weather Person” (JRI p. 184)

A toy microphone or prop to serve as a fake microphone

Sequence:

S sit on the floor in a circle

T sings the minor sequence of tones on a neutral syllable

T sings the tune and holds the microphone to her mouth when the weather person is singing in the tune

T informs the S that there are many types of weather. T instructs S to pretend to be clouds.

T sings the tune, holding up the microphone to herself during the weather person section and singing that the weather is cloudy while S pretend to be clouds.

T gives other suggestions of weather and corresponding movement and repeats the tune. S listen and do the movement.

T asks S for other suggestions on types of weather. S do a corresponding motion and listen while T sings.

T asks the S if they know the song well enough to sing along. If S say no T, will have S repeat the tune line by line.

S sing along when they are comfortable with the tune. During the weather person section the T holds up the microphone to herself and only the T sings.

T asks for a volunteer S to be the weather person. T points the microphone to them when it their turn to sing and the entire class sings the rest of the tune. Repeat this step so several S have the opportunity to be the weather person.

Teaching Reflection

Video: https://youtu.be/HqHZ1fGHr7Q

The S were well behaved and participated very eagerly. They were very excited to do the movement and when I forgot to have the class do different weather motions, they reminded to do movement. I adapted well to the suggestions and needs of the S, doing line by line teaching when the S could not sing the tune quite yet, and singing with the S when they wanted to be the weather person but were not quite comfortable singing a solo. I also had clear directions and expectations for the S throughout most of the activity.

I think my pacing was a bit too fast. If I were to do this activity again I would spend even more time having the S listen and do movement (even adding locomotor movement) before having them sing so it really gets in their audiation. Another problem is that I used the microphone from the beginning for consistency, but this made it so S had not sung the weather person section before I asked them to sing it solo. Given another chance, I would have the S sing the entire tune and add the microphone later (maybe even another week) so they could be more successful singing solo.