Noticed Qualities Personal Thoughts
Pacing First 10 Minutes Spent
discussing the wind pedagogy
video and presenting the
homework for the next week
-5 min- students broke off into
groups for big five assignment
-2-3min teacher individually
tuned students
-10-15min students presented
on their group assignments
-15-20min debrief, mention
inclusion of big five elements
in groups lessons; students
evaluated themselves
-Remainder of the class was
spent going through the
powerpoint and discussion
more key features of the Big
Five
Ratio of talking to playing -For the discussion portions, the
entirety of the time was spent
talking
-For the student
demonstrations, the entirety of
the time was spent performing
either on instruments or with
body percussion
Activities -Students began warming up on
secondary instruments on their
own
-Professor began class by
discussing wind pedagogy video
assignment with students
-Students spent 5 minutes on
their going over previous class
assignment in which they create
a lesson based off of Chad
Wests Big Five article
-Rote learning (I play, then you
play)
-Composition (using four notes
and different rhythms)
-Body percussion improvisation
-Discussing and self-evaluating
Tone -Teacher spoke in a calm tone
of voice to the students
-I am not familiar with the
course objectives for Wind
Pedagogy, but I can understand
why a majority of the class is
spent on discussion; this class
seems to give juniors the
opportunity to ask and
understand what goes into
teaching in a public school.
-It seemed like the class had a
good flow to it; the students
became involved in meaningful
conversation, and the time
seemed to pass by very quickly.
-When debriefing, would it be
more appropriate to go group-
by-group or discuss all three
groups simultaneously? I
assume that it depends on the
context of the class
-It may even be an interesting
idea to combine spoken
directions with body percussion.
This way, they are both
receiving information and
directly relaying it back to the
teacher.
-I was pleasantly surprised
about the creativity behind the
student-run presentations;
while the students execution
could use a bit of improvement,
allowing the students to
simultaneously learn new
concepts while
creating/performing in the arts
(National Standards) is a very
useful approach
-It seemed that asking the
students if they were
 -Teacher also used enough
volume so that the class can
hear him
-Teacher asked students if they
were okay with participating in
certain activities (learner-
centered approach)
Style -Teacher often asked questions
to students and functioned as
both a leader and facilitator of
the conversations at different
times
-Teacher used PowerPoint
presentation to guide class
through lesson
Content -Discussions of pedagogy
-Tuning sequences
-Student-led lessons
-Rhythm
-Composition
-Improvisation
-Collaborative work
-Self-evaluation (and evaluation
of others)
-Expression/creativity
Interactions Between Professor -Teacher met each student
and Students when they entered the room
and greeted them
-Teacher has students wear
nametags (possibly to help
remember names?)
-Teacher swapped between
acting as a leader of discussion
and acting as a facilitator,
allowing students to control
how/what they learn (within
reason)
-Teacher always maintained eye
contact with students
Level of Student Engagement -Some students seemed
engaged and focused on the
lesson, often asking questions
-Other students were a bit
passive during discussion
-Throughout the group
presentations, all students were
given a chance to participate,
keeping them actively engaged
comfortable with moving on to
the next activity helped
establish a sense of trust
between teacher and student.
This helps to build rapport with
the students.
-Thinking back to the McCord
readings, I remember how a
significant amount of emphasis
was placed on acting as a
facilitator when necessary. It
seemed to function quite well in
the discussion settings
-There was a combination of
theoretical and practical
components of music education
focused on in this class
-This class seemed to focus on
more of the theoretical, but
having the students
demonstrate practical
applications helped to make this
class a well-rounded experience
I am not sure why nametags
were used in this class; perhaps
it was for something in the
previous class that I was not
aware of. Regardless, I recall
reading about the importance
of referring to the students by
name. Even if it is difficult at
first (especially the first couple
weeks meeting new students), I
would try to always make an
effort to remember students
names as soon as possible.
-For the students that were
passive throughout the
discussion, I wonder what
activities could be implemented
to encourage them to
participate more. Perhaps more
activities could help encourage
student involvement.
Vibe of Classroom -Class generally had a
comfortable and relaxing vibe
-The vibe became occasionally
awkward when students had to
present (more because they had
to present than anything else)
Reasons for Current Vibe -Most of the students are good
friends with at least one other
person in the class
-Having to present and lead an
ensemble/class is difficult,
especially if it is new or
unfamiliar to students
Course: Wind Pedagogy
Instructor: Jonathan Kladder
Observer: Stephen Russell
-The awkward vibe was not
necessarily a negative aspect of
the class. It just seemed that
some of the students are
unfamiliar with presenting
educational topics with their
peers. It would be interesting to
come back later in the semester
and see how they have
progressed.
-The students seem to get along
just fine, and I think that they
will support each other
throughout their experiences. If
the class can foster a sense of
comradery and support with
one another, it could potentially
lead to a substantial amount of
growth.