MUED 271 Field Experience Observation Form

Date: 10/17
Location: ​Central High School
Time: 8:15-9:35
Teacher: ​Ms.Kara Levchenko

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

The objectives of the lesson included some basic sight reading patterns in the beginning
of the class, and then to review existing repertoire with the whole class. Also, one
student had the opportunity to conduct the class, while ​Ms. Levchenko​ helped her by
giving pointers and basic level instruction. The class ended with an improvisational
activity, where the class played chords together, while one student improvised.

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 main National Core Arts Standard that was used was #5, develop and refine artistic
techniques and work for presentation. The majority of the class, the students refined the
given artwork that they are working on for a performance. Refining the songs included
making sure everyone’s parts lined up with each other and all the notes were correct.
When I observed the class, some of the repertoire songs were completed, and Achor
Standard #6 was beginning to be applied. This Core Arts Standard is to “convey
meaning through the presentation of work”. The student who was learning to conduct
was told to conduct in a way that presented feeling and emotion, and would draw the
song’s artistry out of the musicians.

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).)
One Virginia Standard of Learning for Music that was present throughout the lesson
includes HGI.3, which states that the student will identify, read and perform music in
simple meters. All of the sight reading example, as well as the repertoire were in simple
meters, and the students seemed to fluently be able to understand the concept of simple
meters. Another Standard that was obvious throughout the rehearsal of the repertoire
was HGI.10, which involves ensemble skills at a beginning level, including blending and
balancing, matching dynamic levels and responding to conducting patterns.

How did the teacher accomplish her/his objectives?

One thing that stood out to me in particular included ​Ms. Levchenko’s​ instruction in
regards to Virginia Standard of Learning HGI.10. Some students showed difficulty in
understanding conducting patterns, and sometimes drawing their eyes away from their
instruments in order to watch the conductor. The teacher responded to this in a patient
manner, reviewing the basic conducting patterns being given, and even asking students
 specific questions to assess their understanding, and help their classmates to
understand. ​Ms. Levchenko​ also gave as little instruction as possible, and instead asked
students what they thought needed to improve, or what they can do to help each other.
This approach proved to be successful, as students would give helpful feedback, and
even help each other by asking to slow down, or review their parts with one another.

How did the teacher assess individual students’ understanding?

The teacher took time in class to ask students questions, that although seemed tricky to
us as the observers, the students clearly knew the answer, or at least how to find it. Also,
there was a section of time during class where students were able to review parts of the
repertoire they struggled with, and the teacher walked around and gave one-on-one
instruction which not only helped the students but also gave the teacher the opportunity
to hear her students individually, and see what concepts they understand, and what they
might struggle with.

What does the teacher do that seems to help student learning in this classroom?
The teacher is patient, and answers any and all questions she is asked. Also, when the
class seems to struggle with a particular part of a song, or a concept, she works with
them to review it, and play it slowly in varying parts. She also opened the class with a
small anecdote and asked students how they were feeling, and how their weekend went.
The students clearly reacted well to this small personal interaction, and it showed in their
confidence when playing as a group as well as individually.

What does the teacher do that seems to hinder student learning in the classroom?
One thing that the students did not seem to respond well to was ​Ms. Levchenko’s
occasional lost in energy. Everyone has off days, and it absolutely seemed to be that,
however sometimes the students seemed bored, uninterested, and during these times
the teacher also gave off a similar vibe. One quality that I hope to have as a teacher is to
always appear to be enjoying the class and my students, even on the worst days. With
this being said, ​Ms. Levchenko’s​ students had a clear appreciation for her and her class,
so I think it is logical to conclude that I happened to observe a quieter class period.

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

Some things that the students did that seemed to help their learning includes asking
many questions, and responding to any of the teacher’s comments in a positive way.
The majority of the class also participated the entire time, remaining on task and
focused. Overall, the class absolutely enjoyed playing guitar, and although some songs
seemed to drag on, they all enjoyed the instrument, and knew how to care for, tune and
proper posture while playing their guitar.

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

Something things that some students did that hindered their learning include falling off
task, playing songs that were in their personal repertoire, or some played barely at all.
 This behavior seemed to stem from uninterest, and boredom. As a student, although it
may be difficult, one of the most important things a student should do is remain on task
and focused. Also, although playing more entertaining repertoire is fun, learning or
perfecting new songs helps a musician grow to become well rounded.

What action(s) on the part of the teacher do you think would improve student learning in this
classroom?
Ms. Levchenko​ did an incredible job educating these students about guitar, and I am
thrilled I had the opportunity to observe her teaching! One thing I think she can improve
is her underlying attitude towards the class and being careful not to let it show. Once her
mood dropped, her student’s attitudes dropped as well. Although this shows her
students high regard for her as a teacher, it also hindered their initial excitement when
they arrived to class.

What action(s) on the part of the students do you think would improve student learning in this
classroom?
Students could work on remaining focused, despite what some of their classmates are
doing to distract them and be off task. These beginning professional behaviors pay off
when a student arrives to college, and is well versed in remaining focused and working
hard, even in a long class period. The students could also practice more at home, if
possible, in order to strengthen their skills and muscle memory.

What other comments/observations do you have?

I noticed one student in particular who did not play much during class, and barely played
any of the repertoire. At first glance, I assumed he was struggling in the class, or with
getting comfortable with the instrument. Later on during improvisational time, however,
he excelled in his guitar skills, and played at a far more advanced level than his
classmates. I wonder if her was simply bored during the majority of the class, or has a
hard time reading/remembering music.