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Videotape Analysis and Reflection Statement

Name: Ben Maynard

Date of Video: September 20, 2018

Brief lesson description: I reinforced steady beat, good breathing habits, matching pitch, and
tone production with a beginning woodwind class at Muncie Northside Middle School.


1. What were the goals/objectives for this lesson as stated in your plan?

The objectives of my lesson as listed in my lesson plan were reinforcing steady beat, correct
breathing habits, matching pitch, and then playing #1 in Tradition of Excellence.

2. Describe the overall degree to which you accomplished your goals.

I accomplished most of the goals that I included in my lesson plan. I was setting the students
up to play #1 in Tradition of Excellence, which consists of playing concert D. We were playing
concert D, not in the context of #1, just before it was time to pack up. In other words, I got to
everything besides playing #1.

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?

While observing this class before, I learned that some students have 504’s in the section that I
taught. I kept this in mind while planning for this lesson and incorporating the elements of
scaffolding in my lesson. I think that both students without learning disabilities and students with
learning disabilities need scaffolding to accurately grasp content and concepts. Although I didn’t
teach much content during this lesson, I taught concepts that helped them with executive skills
more than anything for this lesson, while incorporating concepts such as steady beat and
matching pitch. I was very specific in my feedback to students and explained, modeled, and
used vivid analogies to help students that have learning disabilities grasp the content and

Execution of the Plan:

1. What are some of your personal idiosyncrasies? How can you address them as you
grow as a teacher?
After watching my video, I slowly started realizing how much I say “cool” or “okay” after the
students complete a task. I think this is counterproductive because I will use these phrases
regardless of if the students were successful with the task that I gave them. Another phrase that
I used a lot in this teaching is “let’s try to do this.” I know that this may seem like a small
idiosyncrasy, but it might imply to students that they can try but may never succeed at a
particular task. I think I should’ve used a phrase similar to: “we are going to do…”

2. What did you do/not do to set the tone for learning? Would you do anything differently? If
so, what?

I think that I set a good tone for learning during this lesson. One element that I believe
contributed to this was that I was very determined and serious about teaching/learning, while
also keeping a positive atmosphere. Another factor that contributed to this is that I made it
known that it was acceptable to make a mistake and be honest about it. After students admitted
to making a mistake, specifically the clarinets in this teaching, I gave them advice to avoid
making the mistake again.

3. Focus on your questioning. What did you notice in terms of the quality of your
questioning? Frequency? Levels? Response/feedback to students? Cite examples.

After reviewing my video, I realized that the majority, if not all of my questions occurred when
we were working on correct breathing technique. I basically asked a question whenever I
noticed a student doing something wrong while breathing. For example, I saw students raise
their shoulders and get tense when breathing in. I modeled two different ways to approach
breathing correctly, and then breathing while raising my shoulders and getting tense. I called on
students to explain to the class what I did differently. I used this method instead of individually
calling students out and to allow the class to learn from one person’s mistake. I also went
through a similar process when I noticed students using a very weak airstream. I think overall, I
could’ve created even more discussion with the class based on the questions that I asked and
not just hearing from one person per question.

4. How well did you engage ALL learners in this lesson? Would you change anything about
the participation? If so, what would you do differently.

To engage all of the students, I tried to make sure that they were keeping the beat while they
weren’t being worked with. If I were to teach this lesson again, I would assign students that
aren’t being worked with to listen for certain aspects of their peers’ playing. For example, we
talked a lot about air stream throughout this lesson. I could’ve assigned the flutes to listen
airstream of the clarinets and saxophones while they were playing on their mouthpieces.

5. Discuss the incorporation of the new standards in your instruction.

For this lesson, I used the old standards for music education. I tried accessing the canvas link
to view the rubric for the lesson plan after inquiring about which set of standards to use. The
link to this rubric was corrupt and not working. I will have to incorporate the new standards in
my next lesson. I think the new standards will be useful in the way that they are very specific
compared to the 1994 National Music Education Standards. Instead of saying that you are
incorporating the “Improvising melodies, variations, and accompaniments” standard, the new
standards might specify the level that students are improvising, how to plan, and how to
evaluate and refine the creations of the students.

6. What are your greatest strengths in the delivery of this lesson?

One of my greatest strengths of delivering this lesson was reinforcement of the concepts. For
example, if students weren’t completely understanding what I was asking them do to or if they
were zoning out, I had the students repeat the action until they all appeared to be on board.
Additionally, think I another one of my strengths was the kinesthetic element of teaching music. I
never asked the students to do something like “make sure you are singing that in your head” or
“make sure that you take a breath before you play.” I made sure to go through these processes
when them slowly to reassure that everyone was on the same page and that they truly knew
what I meant. This relates to the concept of “actively doing music” instead of simply telling
students to make music.

7. What areas in this lesson in attention and improvement?

One area of this lesson that needed improvement was the motivating introduction. I was having
difficulties finding ways to make 6th grade students excited about doing breathing exercises and
playing one note. Perhaps my introduction that I made was too straight forward. Another area in
this lesson that needed attention is individual involvement. I think that I could’ve had more
students model a steady beat or model playing a concert D, which was the note that we worked
on. I could’ve given more individualized commentary to students if they played for the whole
class. Similarly, I worked with a few students on their air support and embouchure during this
lesson. I think I could’ve been most effective if I had the students apply my comments to playing

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.

Overall, I would rate myself as an 8. I thought that the students were grasping the concepts that
I was teaching them and reinforcing to them. However, a lot of these students seemed very
bored even considering how high my energy level was. I asked students in the front row and the
alto saxophone student in the back to sit up and have good posture, and they continuously
looked bored throughout the lesson.