Recording #1: https://us.bbcollab.

com/recording/07a2f3d23242402d887efa5d672b06dc

Reflection:

For this lesson, I was helping my cooperating teacher teach the concepts of SATB

part-writing as preparation for the AP Exam in AP Music Theory. I had drawn on the whiteboard

in the classroom different examples of what the free response section could look like when it

asks the students to voice lead in an SATB format with a given key and either figured bass or

Roman Numerals. For today’s class, we focused on using figured bass since that one is the

hardest of the two to puzzle solve when figuring out chords in a progression.

As I watched myself teach this lesson again for the parts I was in charge of, I noticed

that in the beginning when figuring out chords, how my question was worded made the students

a bit confused about what was being asked. I need to remember that I can’t expect everyone to

know everything I know about the subject and that I’m teaching them new material. I seemed to

fix that as the class progressed its way through the class period because I remember thinking

about how my use of language needed to be changed in order for the students to better

understand the material so they can be successful for the AP Exam in May.

From that lesson, student engagement was definitely there! I could tell that those who

were in person were really paying attention to everything I had to say and for the students that

were online would ask questions about decisions we made in voice leading when needed. The

online students were able to see with my cooperating teacher copying everything from the

whiteboard onto an online whiteboard for the students to see while the lesson was being taught.

If I were to change anything I did during this lesson, I would maybe use less words to

have the students guess which chords were which based off of the given figured bass. I would

also allow more time for students to solve the problems on their own since we spent a lot of time

working together on the second voice leading exercise. We were supposed to have a quiz that

day and because of how long the second problem took we had to postpone the quiz.
Recording #2: CHORUS - Powell - Pd 6, 7, 8 - recording_6

Reflection:

For this lesson, I was in charge of teaching Mixed Chorus “Omnia Sol” by Randall Z.

Stroope for their upcoming End of Year concert on May 25th.. When picking out repertoire for

this upcoming concert, I recommended this piece to my cooperating teacher since I have done

this piece in high school before and the fact that it showcases a message about achievement

and celebration which is perfect for the end of the year. For today’s class, we focused on

learning the Latin text for the chorus sections and the two verses before the chorus sections.

As I watched myself teach this lesson again for the parts I was in charge of, I noticed

that in the beginning I wasn’t giving more feedback after saying “That sounds good” or “Great!”

and this is what my supervisor talked to me about during my midterm observation. I need to

remember that I need to give as much feedback as possible when rehearsing because I want

the students to perform their best for this concert since it is the final one of the year after

everything the students and my cooperating teacher went through during this pandemic. I

seemed to fix that as the class progressed its way through the class period because I

remembered what I was told about giving consistent feedback and applied it towards the very

end of class.

From that lesson, student engagement was there for those that were in person! When

we were going over specific parts within the chorus and the verses the students in person were

engaged and sang along with their part and learned it thoroughly. The online students would

respond occasionally after asking them if they felt good on their parts and seeing if anything

needed to be gone over again. Sometimes it's hard to tell with the online students because they

usually don’t share their camera screens with us and you have to just assume sometimes that

they are actively participating.

 If I were to change anything I did during this lesson, I would add more consistent

feedback when the lesson felt necessary to do so. I would also allow more time for students to

ask more questions about their parts or the Latin since some of them didn’t feel quite confident

in speaking the Latin text.