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Video Reflection 4: Musicality 1

Date of recording: 4/23/2019


Time of recording:
Other information (e.g., grade, class, number of students, etc.):

1. Watch your video and describe the musicality of your teaching.


I tend to show my musicality most in two ways: through my conducting and by modeling
(either singing or playing my trombone). When doing a full run of the piece I was able to
observe the different musical gestures I make in efforts of interacting with the students
musically. I try to make eye contact and give gestures that reflect the attitude of the music at
that moment. That being said, I recognize that what I show is just my perception of what that
music sounds/feels like to me. Consequently, I feel that I could ask the students what they are
feeling at various points in the music as well so to connect with their musicality.
I feel like I could do more audible modeling that is with my voice or on my trombone. I often
just model with my voice when it is not the trombone part (because some flute parts, or
others, would be hard to play/model on the trombone). I think any time I am modeling
melody though or something of that sort I could model more on my trombone to exemplify
what it looks and sounds like to really move good air in and then out through your instrument
to create good tone.
One practice I am working on incorporating into my lessons is having the students practice
watching me and them doing what they perceive I am showing through my conducting. I plan
to have the students practice this in their warm-ups. It is important that the students are
interpreting what I am showing correctly so we are on the same page in our approach
musically.

2. Watch your video and describe the musicality of your students’ performance.
I find that the musicality of my students is noticeable, but is mild. Obviously dynamics and
style must be exaggerated in order for it to come across clearly to the listener. However, the
students must first sell themselves on the attitude they have toward what they are playing. In
other words, it goes beyond the right notes and the right rhythms.
One thing I could have the students do is decide the style in which they think we should play
a section rather than dictating what that approach needs to be. Part of developing one’s
musicality is taking ownership of the music. It must be a personal decision. Watching my
students’ musicality in the video also helps show me the ways and areas in which I can help
them more.