MUED 271 Field Experience Observation Form

Date: 9/24
Location: ​Keister Elementary School
Time: 10:20-11:15
Teacher: ​Maggie Hagy

What was/were the objective(s) of this lesson?

The objectives of this lesson included adding “la” to the solfege the second grade class
already knew, which included “do mi sol”. The students also worked on rhythm, including
eighth notes and quarter notes, and even some simple sight reading all together. Also
she sang them a song story in mixolydian mode, and explained to them a little about the
mode.

What National Standard(s) do you think was/were addressed in this lesson? (Please be specific
(e.g., Anchor Standard 4: Analyze, interpret, and select artistic work for presentation).)
The National Core Standards addressed in this lesson include Anchor Standard #5,
refining artistic techniques, and Anchor Standard #7, perceive and analyze artistic work.
Refining artistic techniques occurred when learning new solfege and reviewing rhythms
slowly at first, and gradually moving faster. The students perceived and analyzed artistic
work when playing the game, “guess the song” in which they listened to the solfege of a
song, and then called out what song they believed it was.

What Virginia Standard(s) of Learning for Music do you think was/were addressed in this
lesson? (Again, please be specific (e.g., K.6: The student will demonstrate a steady beat, using
body percussion, instruments, and voice).)
The Virginia Standards of Learning for Music involve 2.1, identifying written melodic
patterns that move upward, downward, and stay the same, using the musical alphabet,
and reading melodies based on a pentatonic scale, as well as using basic music
symbols. Another Virginia Music SOL includes 2.2, 2.5 and 2.13. 2.2 is used to describe
the student singing a repertoire of songs with their classmates. The class seemed to
have many songs that they understood, could perform, and enjoyed! The next SOL, 2.5,
includes responding to music with movement. Students played a game where they
danced a particular way to different rhythms, for example, they waltzed when a waltz
began to play. Lastly, 2.13 states “The student will explain how music expresses ideas,
experiences, and feelings”. After singing a song, the students were asked to emote the
song. For example, one of their repertoire pieces included a song about a young boy
who was crying, so the chosen student looked sad, interpreting the song.

How did the teacher accomplish her/his objectives?

Overall, to accomplish her goals, the teacher remained calm and collected, while also
exuding passion and excitement for each activity. The students picked up on this quickly,
and responded by matching her energy, and therefore showed interest and their
 undivided attention. ​Ms. Hagy​ also had many activities planned for the students, varying
in energy, movement, and difficulty.

How did the teacher assess individual students’ understanding?

Ms. Hagy​ assess the students by writing their grades on a clipboard throughout the
class. Many times she reminded them that to earn a high grade they must remain
respectful, and not interrupt class mates or the teacher. She also reminded them that
she is more concerned with hard work and growth, than musical talent or abilities. There
were some solo activities, and although students most likely did not realize it, ​Ms. Hagy
wrote down how well they participated, and their strengths.

What does the teacher do that seems to help student learning in this classroom?
Ms. Hagy​ politely reminded the students to remain calm, even in the most exciting
activities. She also showed great patience with some more difficult and active children,
who had trouble remaining in their seats. The most notable strength of the teacher, in my
opinion, was her use of some small spanish phrases when speaking with her
spanish-speaking students. Although seemingly simple, it was obvious that the students
respected her more, and appreciated her use of a phrase as simple as “sientate por
favor”. Being able to utilize the student’s cultures, that may differ from your own, is a
strong trait that ​Ms. Hagy​ was able to display.

What does the teacher do that seems to hinder student learning in the classroom?
One thing that struck me as unhelpful, and even hindering the student’s learning was her
use of threats in regards to grades. Although some of the students listened to her after
she said she would lower some grades, most students were fearful and even
uncomfortable. Also, although grades are a reflection on the student’s abilities, second
grade is a very young age to begin to worry about something such as grades. In place of
threatening grades, I think ​Ms. Hagy​ could have said something along the lines of, “I
know you are good at this activity, and if you focus you can show yourself how good you
are, and get even better!” This provides them with healthy motivation that will also
challenge them to better themselves and concentrate.

What do students do that seems to help their learning in the classroom?

The students focused for the majority of the class, and almost every student was eager
to participate. The ones who asked many questions, and answered many of the
teacher’s questions, were also the students who seemed to thrive in the classroom, and
absorb the most information. I was extremely impressed with the student’s ability to stick
through difficult problems, and try to work them out with the help of their teacher, and
their classmates.

What do students do that seems to hinder their learning in the classroom?

Some students struggle with focusing, remaining still and participating in some of the
quieter activities. Many times, instead of pushing through, and trying to focus, they would
 accept defeat and continue to move around and distract classmates. As a child, I reacted
the same way in classes that involved quiet activities, so I related to these students.
Luckily, however, ​Ms. Hagy​ had many movement activities interspersed within her
lesson plan, that the more active students seemed to enjoy and learn a lot from.
What action(s) on the part of the teacher do you think would improve student learning in this
classroom?
Ms. Hagy​, overall, did an incredible job remaining calm, patient and enthusiastic about
the lessons she was teaching. One thing that I think positively would add to this includes
explaining complicated topics in a few different ways. Occasionally during the class
period her students would be trying, however simply not understanding the lesson, or the
song she was teaching. In response, she repeated herself many times, which is very
impressive, however I think the students could have benefitted from varied instruction.
For example, breaking up a new repertoire song into even smaller sections, even though
it was not what she had planned to do. Also, she could have added a visual, kinesthetic
or aural component to the given information, that could have helped the students to
further understand the concept.

What action(s) on the part of the students do you think would improve student learning in this
classroom?
The students, although young, were distracted much of the time. Their age can
sometimes make “staying still” difficult, but if given direction to use hand symbols, or sit
initially in a way that is comfortable to them, I think that might have helped. Also, some
students were distracted by the visitors, us, and could have benefitted from ignoring us
altogether and resuming class as normal.

What other comments/observations do you have?

One thing that I thought was impressive was the students admiration for their teacher,
and their genuine interest in the lesson and the class!