Diblassio observation

Classroom Observation Form Instructor: Karen Salvador Course: MUS 381 (Teaching General Music, K-8) Observer: Brian DiBlassio Date: 3/26/14 Narrative.

Lesson I. Demonstration of children’s song and dance “Jump Jim Joe” using students in class as participants.

Review of how activity was introduced to reflect on delivery.

“What did I do for classroom management?”

Directs students using gestures, without words, in moving to next teaching demonstration activity. Entire activity is done without words to simulate working/directing/communicating with kids.

Examines difference in responses from older students to younger kids re connection of musical cues to movement of activity/exercise with respect to form, duration, harmony.

Creative movement versus structured movement discussed: becomes analytical tool for kids. Teacher-learner perspective mentioned again: “Keep in mind what they might be hearing inside the music as compared with what we think they hear.”

“Let the music be your friend.” Reengaging the students in the music.

PowerPoint slide given backing up earlier activity/discussion with lecture notes/outline.

Lesson II. Offers various examples for teaching activities “Set up for kids how you expect them to move.”

Works through cooperation game/organization in choosing partners.

Confident delivery, high energy, maintaining eye contact.

1) Plays game/activity/teaching example 2) Expects student observation 3) Reviews methods, addressing possible challenges, successes

“Keep teacher goggles on,” encouraging maintaining perspective as students participate in mock teaching exercises.

Lesson III. Musical movement teaching game Delivery of games are so effective that students end up genuinely participating instead of older teacher/observers. Commanding presence during demonstrations.

Class has many musical props/instruments: cymbals, woodblock, drum, mallets, slide whistle, etc.

Teaching using sound to cue movement; creating listening vocabulary, choreography as away to explore music.

Lesson IV. “Orff-chestration” Entire class playing Orff instruments, playing 2-note melody, engaging in call and response.

Bouncing back and forth between pedagogy with students and mock teacher in classroom scenario.

Passes out written musical parts to students; works on mallet skills.

Peppers in basic classroom management in mock teaching example.

Addresses student audiation (ability to independently manifest music mentally) Notes mirroring conducing for high/low range of keyboard; plays and conducts the class simultaneously.

Continual engagement with students, prying for answers, discussion.

Positive energy.

Forecasting challenges that may occur in classroom.

“I’m going to teach through the process of teaching.” Sings melody, sings melody and taps along to mark tempo.

Uses past experience in offering advice for students to approach future classroom of kids.

Analysis / Evaluation. (In this section, the observer responds to critical questions about the instructor’s performance.)

Planning/ Organization. In what ways and how effectively did the instructor communicate the agenda/ plan for the class session to the students? How appropriate was the plan for the material/ class level? How well was the instructor able to follow the plan? How and how well did the instructor provide transitions between topics?

Class was cleanly laid out in four lessons. The plan was keenly/precisely appropriate for class level. Transitions were seamless and varied.

Interaction with Students. In what ways and how effectively did the instructor encourage student involvement in the class? How and how well did the instructor check on student understanding of course material? Possible strategies include, but are not limited to, asking students questions, arranging class or small group discussions, assigning brief writing tasks, and providing time for and encouraging student questions.

See narration for myriad examples of student involvement and interaction. Dr. Salvador continually checked in with students; students were constantly engaged with both content and musical activities.

Command of Subject Matter. How and to what extent was the instructor able to demonstrate expert knowledge of the course subject?

See narration. Dr. Salvador easily and confidently demonstrated her immense depth of knowledge and managed to pack an enormous amount of relevant instruction into the single class session.

Suggestions. (In this section, the observer offers advice on improving or enhancing teaching.)