Videotape Analysis and Reflection Statement

Name: Cory Chapman

Date of Video(s): 11/6/2014
Video Link: https://www.youtube.com/watch?v=E6LrDsoSdlI&list=UUGIMxa1XwA3VJAbbw8zNXg
Brief lesson description: Rehearsal with full ensemble in traditional setting. Ensemble was in
preparation for Veterans Day convocation.
Address the following items in detailed statements. Use examples and illustrations from the
video.
Planning:
1. What were the goals/objectives for this lesson as stated in your plan? The goals for
this rehearsal were two-fold. I wanted to distinguish the stylistic elements which
differed between each tune in the piece, as well as give background information and
historical context for each tune as well. It was ambitious to try and fit it all into one
lesson. I also wanted to briefly touch on transposition, based on an observation I made
during a previous rehearsal with that subject.
2. Describe the overall degree to which you accomplished your goals. I really feel good
about how the lesson went, and I think I accomplished what I set out to do. I gave them
the information I thought was relevant and important for the lesson, and I believe it was
all well-received. I knew going into it that it would feel like I was cramming a lot into the
lesson, but I suppose I felt as though I had to get as much content in as I could for the
observation. This would be best done as a multi-day lesson, possibly two or even three
days so that I could have gone deeper into each tune.
3. What additional standards were addressed in this lesson that meet the ELL, Reading,
or Exceptionality standards studied this semester? How are these standards
manifested in your plan? This was the traditional lesson for the placement, without any
modifications to incorporate any of the extra standards. However, I do think I did a
good thing by passing out lyric sheets and encouraging them to read.
Execution of the Plan:
1. What are some of your personal idiosyncrasies? How can you address them as you
grow as a teacher? I am just so boring to watch. I feel like I am doing a good job with

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my content, musical expertise, and delivery, but I dont vary much in tone or energy
level. Basically where I am at the start is where I am at the end, without much variance.
In this video even, I might have been more excited at the beginning during the breathing
than during the rest of the lesson, though it may have been a very slight difference. As
Dr. Palmer told me, I just need to be more enthusiastic. I feel like I get a good response
from the students out there and this approach has worked for me in the past with those
students, but I can understand that. I hope it doesnt appear that I dont enjoy being up
there, because I really had a great time teaching this lesson, and I really thought it was
good. I just need to force myself to be more out there and feed the students a higher
level of engagement and energy, and hope for it in return. It sort of goes against my
personality, but its something Im aware of at this time.
What did you do/not do to set the tone for learning? Would you do anything
differently? If so, what? I thought I did a great job with this from the moment I stepped
in front of them. I took control of the classroom, and went through our warm-up steps
together and I really didnt have any discipline problems. I dont think I would do
anything about the tone of the classroom differently. I think I was very clear about my
expectations and what I wanted from the ensemble, and made it clear we were there to
work.
Focus on your questioning. What did you notice in terms of the quality of your
questioning? Frequency? Levels? Response/feedback to students? Cite examples. I
really think Im getting better at this. I asked students direct questions, by name, as well
as using questioning at one point to sort of crack down on some talking. When I called
on Tyra, it was because I noticed she was talking to her neighbor, and that fixed it. I
think I asked good questions about the material I was covering, whether it was musical
or historical in relation to the piece. Im getting more comfortable asking students for
feedback and asking them more questions instead of just continuously pushing forward.
How well did you engage ALL learners in this lesson? Would you change anything
about the participation? If so, what would you do differently? I feel like I kept
everyone engaged well in the lesson. I never saw any students sort of drifting off, even
in the percussion section. I think the pacing was alright and helped with that level of
engagement, though like I said before if I had cut this into two lessons, I could have
forced myself to talk less, and play a lot more. Though, even with the somewhat limited
playing we did, I think we made good progress as a group with the music.
Discuss the incorporation of the new standards in your instruction. Without any new
standards being included, I cannot comment on this, though like I said in a previous
entry, I do think I did well to give the students the handouts.
What are your greatest strengths in the delivery of this lesson? I think my knowledge
of the piece, both musically and contextually, was a great help. It made me very

comfortable working with the group and I was able to provide them with a viewpoint
they may never have heard regarding the service hymns. I also think my comfort with
the students was a big help, having worked with them in the past. I did a good job with
my presence, but I need to engage more of the room more often through my gestures.
7. What areas in this lesson need attention and improvement? As I just said, it was
pointed out to me, and I noticed on the video, a lot of my instruction was directed from
the middle of the room and toward the right. I didnt really notice it while I was
teaching, since I made comments to a lot of sections of players throughout the lesson. I
think I need to do a better job with cueing and conducting in general, and Im working
on that as much as I can. Again, the energy level can be ramped up as well.
8. On a scale of 1 (weakest) to 10 (strongest), rate your overall effectiveness as a teacher
in this experience. Defend your rating with examples. With this lesson, I am not going
to hesitate to give myself an 8 or 8.5. I really felt great about the response from the
students and my own preparation and delivery of the lesson. I think we accomplished
the goals I had set forth, and I received positive feedback from Dr. Palmer, Mr.
Handshoe, and a couple of students who approached me after the lesson to talk more.
This is the kind of lesson that proves to myself that I belong in this profession, and
makes me really feel great about myself and the future.