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    As part of a music education course during the Fall 2007 semester we taught several songs and activities to the rest of the class.  Included below is the task analysis for an activity involving symbolic patterns.  Click HERE for a video clip of this teaching episode.

Task Analysis:

Objective: Upon seeing a familiar minor tonic pattern notated with notation alone (SP3), in the familiar key signature of 1 flat and the familiar clefs of G and F, the SWBAT recognize the pattern by singing it correctly, with the appropriate syllables, in tune.

Activity: Penny, Key, Button

Task: Students will be able to sing a familiar minor tonic pattern in small groups, with appropriate syllables in tune, when shown a flashcard with notation.

Materials:       - several small objects that can be concealed in a closed fist (ex. 3 pennies, 2 keys, 1 button)
  - Flashcards with d minor tonic patterns in G and F clef

Procedures:

T: Get pitch (d minor) from piano.  Warm-up student’s voices, using the d minor cadential melody on words, arpeggios, then cadential melody on syllables.  Do not play piano accompaniment.  Remind them to use good singing posture and breath support.  Check pitch frequently at the piano.

T: Reinforce Verbal Patterns with echo. Ex - “M D L”
S: “M D L”
T: Repeat for all patterns

T: Recognize Verbal Patterns with neutral syllable “bum”
S: Respond with appropriate solfege syllables
T: Repeat for all patterns

T: Sing pattern on “bum” while showing students corresponding card
S: Respond with appropriate solfege syllables

T: Demonstrate game using the “teacher when standing, student when sitting” method
        T: “Who has the ___?”
        S: “I have the ___?”
        T: “bum, bum, bum” corresponding to flashcard
        S: Respond with appropriate solfege syllables

T: Practice the game as if everyone had an item
        T: “Who has the ___?”
        S: “I have the ___?”
        T: “bum, bum, bum” corresponding to flashcard
        S: Respond with appropriate solfege syllables

T: Distribute items so we can play the game for real. Ask student to hold out hands, close eyes and respond with solfege syllables (VP reinforcement).
        T: “bum, bum, bum"
        S: Respond with appropriate solfege syllables

Repeat until items are distributed

T: The Game! Only students with the item respond, everyone else think in head.
        T: “Who has the ___?”
        S: “I have the ___?”
        T: “bum, bum, bum” corresponding to flashcard
        S: Respond with appropriate solfege syllables
T: Keep entire class involved by having everyone sing the patterns after the individuals

T: Ask the students to give their item to someone else while the teacher closes his eyes

Repeat game

T: “Bring them to me”
S: “Bring them to me” while returning items
 

EVALUATION:

    I felt that this teaching episode went well.   I was confident that my sequence for the activity was appropriate.  This made the lesson transition nicely from one part to the next.  I have focused this semester on communicating more effectively with the students both with verbal and non-verbal cues.  I feel that overall the efficiency of my words has greatly increased.  However, it was my first time teaching a symbolic activity and the materials somewhat impeded my use of gestures.  It is easy to see on the video how quickly a sloppy entrance from the students is clarified by a better gesture from me.  I will continue to work on and develop these skills as I progress throughout my professional development.

 

 

    As part of our music education course during the Fall 2006 semester we were required to teach a children's song by rote.  I have included a short video clip of this experience HERE.  In this video you will see me teaching the song in short phrases to the class.  See below for a complete script of the entire teaching procedure as well as a self evaluation:

Script:

1. Greet the class.  Ask a directed listening question.  Invite the class to rock (duple meter) or sway (triple meter) with you as you sing the song. 

T:  Good morning class.  Today I am going to teach you a song called “Spring.”  I would like everyone to listen carefully and see if you can tell me where all the little green things grow.  Pat your hands on your thighs with me.

2. Go to the piano.  Play pitches A and F#. (beginning of song).  Play pitches again and OOH along. Teacher sings entire song. (SS rock or sway to the steady beat.) 

T:  Spring, spring what a glorious feeling,
all the little lambs on the hillside squealing;
tighten up your braces, tuck in your shirt;
all the little green things growing in the dirt!

      3. Re-ask the directed listening question.

T:  So, where do all the little green things grow?
S:  They grow in the dirt.

4. Introduce the short phrase step by asking the SS to be your echo.

T: Good listening.  Now, I am going to sing some shorter phrases of the song and I would like you to echo them back to me.

5. Go to the piano.  Play pitches A and F#.  Play again and Ooh.  Sing short phrases for SS to echo.  (SS continue rocking or        swaying and to the steady beat.)

T:  Spring, spring what a glorious feeling,
S:  Spring, spring what a glorious feeling,
T:  all the little lambs on the hillside squealing;
S:  all the little lambs on the hillside squealing;
T:  tighten up your braces, tuck in your shirt;
S:  tighten up your braces, tuck in your shirt;
T:  all the little green things growing in the dirt!
S:  all the little green things growing in the dirt!

      6. Compliment SS and introduce the long phrase step by asking the SS to be your echo.

T:  Great job!  Next, I am going to sing some longer phrases and I would like you to sing them back to me.

7. Go to the piano.  Play pitches A and F#.  Play again and OOH along.  Sing long phrases for SS to echo.  (SS continue rocking or  swaying.)

T:  Spring, spring what a glorious feeling,
all the little lambs on the hillside squealing;  
S:  Spring, spring what a glorious feeling,
all the little lambs on the hillside squealing;
T:  tighten up your braces, tuck in your shirt;
all the little green things growing in the dirt!
S:  tighten up your braces, tuck in your shirt;
all the little green things growing in the dirt!

     8. Compliment the SS and invite them to sing the entire song.

T:  Excellent!  Now, I’m going to get you started and I would like you to sing the entire song on your own.

     9. Go to the piano.  Play pitches A and F#.  Play again and OOH along.  Sing the song prep for the SS to begin.  (SS continue           rocking or swaying and performing the steady beat.

T: Ready and a now it’s your turn.
S:  Spring, spring what a glorious feeling,
all the little lambs on the hillside squealing;
tighten up your braces, tuck in your shirt;
all the little green things growing in the dirt!

10. Compliment the SS.

                    T: Wonderful job!  Thank you for listening so well.  Good work!

 

SELF EVALUATION:

I felt that this first teaching exercise went well.  I felt confident about the material I was teaching and knew that the “kids” were also capable of learning the song.  Even though I felt very comfortable in front of everyone, I still forgot to ask my directed listening question before I sang.  Thankfully, I recovered and continued with the teaching.  When I watched the video later I realized that I should have slowed down the tempo of the song.  This would have aided the class in learning the song.  I also noticed that my words sometimes become mumbled and slurred together.  I am always surprised to hear how unclear my words sound even when I think I’m speaking clearly.  Next time, I’ll be sure to over-enunciate when I speak, especially at the end of phrases.   Overall, I was pleased with how effective this simple and organized method could be.  I know that with time and practice my teaching will improve.  It is clear to me that teaching music is what I want to do.