WW Tech Observation: Monday, October 5th, 2020 Name: Isaiah Ortiz

Using a completely objective mindset – what are some specific issues you see in one (or more) beginners’
posture, embouchure, or hand placement?

Some specific issues I noticed were mouthpiece placement and air flow. Sometimes, the students’
notes would crack when playing both long tones and articulating short notes.

How would you elect to triage (fix) one of the issues you see?

From what we could tell, the students had to cushion their bottom teeth with their lips, which helped
with the sound. Next, we had them focus on having a consistent steam of air, which also helped with
both embouchure and sound. This especially helped with articulation, helping them focus on
interrupting the air instead of stopping it completely.

What are some methods used by the teacher to provide individual or homogenous instruction in a
heterogenous setting? Did the method (s) enable engagement by all/most stakeholders?

The teacher used the program Smart Music for ‘individualized group work.’ She would share her
screen, and all of the students would follow along with what was on the screen. Out of the students
that had their cameras on, they all seemed so be following along. Unfortunately, it was difficult to
know whether those without their cameras on were engaged or struggling, though the program and
teaching was both simple and accessible enough for the students to be engaged.

What were some surprisingly helpful things you noticed in teaching MS students virtually? Conversely, what
are some possible frustrations you sense utilizing the Zoom modality?

This format promotes individual learning well with the use of breakout rooms. In some ways, it can be
more effective for working on individual issues a student or group of students may have. It also
promotes leadership and collaboration between students. At the same time however, it was difficult to
troubleshoot when the students had their cameras off. Also, even though we were there for only one
class, it was a little more difficult to connect with the students, compared to if we had been in person.

TEACHER FOCUS:
Instructions:
● Pick a 5-minute interval at any point in the class. Record time here: 9:25 – 9:30
● Categorize each instance of teacher feedback
● Tally the percent in each category
Categories:
● Positive general (e.g. “Good.”)
● Positive specific (e.g. “Nice embouchure.”)
● Constructive (e.g. “Keep the air flowing for a full 4 beats.”)
● Negative general (e.g. “That was terrible.”)
● Negative specific (e.g. “Flutes your pitch is falling because of your posture.)

Positive General Positive Specific Constructive Negative General Negative Specific

10%
2% 20% 70% 0%