Music Teaching Observation Form #1

MUED 211: Foundations of Music Education

Observer’s Name: Max Quill

Video 1: 6th Grade Band Rehearsal
Video 2: High School Concert Choir Rehearsal

Activities Instruction
List all the activities that you see the teacher and List possible reasons for each activity that you
students do in class. observed. Why did the teacher or student do
this?
Video 1:

Swiftly explains announcements right before The teacher wants to get into the playing as soon
class starts as possible to save time during rehearsal

Doesn’t take breaks in between The students don’t have time to start talking and
announcements and warmups making interruptions

Keeps students focused on the rehearsal and not

Gives a brief explanation of any mistakes in
drifting off
between warmups
Keeps students focused on the rehearsal and not
“stay with me let’s go” drifting off

While the students are getting their music Students don’t have time to start talking and
out, the teacher gives more announcements keeps them focused. The students will want to
for the whole week and answers questions if get out their music faster so that they can hear
need be the announcements clearly

Gives reminders as to how to look proper or Keeps students’ focus and gets them to into
be in “playing position” proper playing position

Keeps poker face while conducting Shows the students that she is not there to play
games or mess around. She is taking the
rehearsal seriously

Builds students’ confidence and helps to show

Gives compliments right after finishing the
what they should continue to do next time
song
Keeps their focus and shows that she is serious
Looks at specific sections when addressing about improving their playing
them
This is good practice etiquette in general. Singling
Picks a specific spot in the piece to fix things out individual phrases that are problematic is
and improve very efficient
 Music Teaching Observation Form #1
MUED 211: Foundations of Music Education
Awards a section the “best posture award”
for showing good posture
Gives some downtime while students get out
the second piece and takes a moment to
drink water
Throws a little prize thing at students with
good eye contact
Asks students if they can tell what the issue
was with the playthrough
Puts inflection in her voice when addressing
students occasionally
“we didn’t cut off together, so we got to do it
again”
Asks a specific student for what they thought
and makes sure to ask why the think that
When a student is having trouble composing
their thoughts, the teacher shushes the rest
of the class
Asks students what differences there are
between the piece they just played and the
next piece
Makes sure she has her students’ attention
before going over what they got through and
what they need to do next class
Gives students things to think about while
reviewing specific sections so that there is no
mindless playing
The students can take a breather and ask their
peers questions about sections in the piece if
need be. Also hydrating is very important for a
teacher
Keeps students motivated to do well in class and
awards focus
Gets students to think critically about their own
playing and makes them consider thinking about
their playing, while playing
Gives a bit of humor to the rehearsal showing the
students that she still wants them to have a good
time
The students will get annoyed at this, but it will
motivate them to try their best so that they can
get through it
Makes students think critically and also so that
they won’t spurt out a random answer. The
students should give thought to these questions
This is so that the student can feel like they are
being heard. Helps build their confidence
Gets students into the mindset of playing the
next piece. Gets them mentally prepared to play
So that the students won’t ignore her
announcements and so that they will get all the
information
 Music Teaching Observation Form #1
MUED 211: Foundations of Music Education
Video 2:
Starts with a physical warmup of the body
Plays a song while they are doing their
warmup
Shows them what they’re doing wrong with
their body using his body
Uses large gestures and pantomimes what a
bad example is
Has taught them a warmup solfege song, has
them sing it together once, and then has
them sing it in a round together
Stops instantly when the students’ breath is
off
Splits the room into the voice parts (SATB) to
do the round again
Has the group hold the note at the end
before stopping
Looks intently at students while doing certain
exercises
Plays the piano while students take out their
music
Affirms the students’ embouchure
Commands the students to listen when there
is a crucial note being played
Uses voice directions when conducting
Makes adjustments for specific sections very
quick
Gets the students’ mind and body prepared to
sing
Gets students into a singing and musical mindset
Students can easily see what’s wrong and adjust
from example
Gives a little bit of humor to class and shows an
exaggerated example of what’s wrong
Gets the students to dig up a tune from their
memory, further readying their mind to sing
Having a bad beginning breath will mess up the
entire song, so this needs to be adjusted straight
away
Introducing more musical structure to the
warmup to prepare for singing actual music
Exercises their lungs for further singing
Acquires students’ focus and gets them riled up
Reminds students of the tune and gives them
something to think about rather than socializing
Exercises their mouth and lips for further singing
Catches their attention without being too mean
or reprimanding
Helps students that are still waking up or that are
still not prepared to sing
Keeps rehearsal efficient and salvages rehearsal
time
 Music Teaching Observation Form #1
MUED 211: Foundations of Music Education
Reviews the words to the song Helps students that struggle with the unfamiliar
words
Takes the student’s book when he needs a
reminder of the words Shows students that he is not perfect and adds a
bit of humor to rehearsal
Asks the other section how the rehearsing
Makes the other sections think critically, makes
section did
that section want to give a good piece of advice,
and makes the first section want to impress the
other section

Has the students sing together for a while Keeps the students’ focus for a while before
before going and fixing individual sections having to work with individuals

General Reflection Questions

What things did these teachers do that demonstrated their abilities as a professional music
educator? (See table 1.1 in your text)

The band teacher did a good job of creating an environment for kids of many different learning
styles to thrive in. She gave multiple opportunities for students to display what they have
learned.
The choir teacher was especially good at demonstrating his abilities as a professional music
teacher. He assessed the students throughout class time by having them sing their parts to him.
That way he could tell how far along they were in their learning the piece. He also knew when
to be serious and humorous at different times, which compliments the different learning styles
of students.

What teacher qualities did these instructors exhibit?

Both teachers were very inviting and patient with their students, which bodes well for a healthy
learning environment. They both recognized when students were having trouble and spent
class time addressing that trouble. The teachers were also both honest with the students. If
they made some sort of mistake, they would tell the students and maybe make a joke about it,
rather than hiding it to try and prove that they are perfect teachers.
 Music Teaching Observation Form #1
MUED 211: Foundations of Music Education

How did these teachers make use of active learning in their classrooms?

Each teacher had their lesson plan centered around making music, which, to me, is a fairly good
example of active learning. The students’ minds were constantly geared on music-making. This
made for an efficient class where the students are always involved in thinking about music.

The band teacher, for example, spent almost the entire class working on music. While the
students were not playing, they were being asked questions about how they could improve
their playing or what they did well.

The choir teacher pretty much had a similar model, but in the specific situation where the
students were taking out their music, he was playing the piano instead of making
announcements. This was a great way to remain active because he was playing the song they
were about to sing. This kept the students’ mind engaged between different pieces.

What metaphor would best describe these classrooms and why?

One metaphor that could describe these classrooms could be a show dog. When training a dog
to be in a dog show, the trainer must teach the dog to give them its undivided attention.
Whether the trainer uses treats or a voice command, they must keep the dog’s attention, or
else the dog will not be able to learn the proper pose or walking style.

In a music class, the teacher has to constantly employ strategies to keep the students’
attention. The band teacher used prizes and the choir teacher used verbal commands or group
activities. If these music teachers did not have this skill, then their classes would not ever get
anywhere.

What was your general impression of each class? Why?

My general impression of both classes was great. Both teachers seemed to be focused on active
learning and to be efficient about their time. They both had the students’ time in mind and
wanted nothing but the best from them. The teachers seemed to be putting all their effort into
creating an attentive, yet relaxed space for the students to learn.