Name:

Jake Grimsley

Directions:

Duke uses the graphic on the next page to represent a rehearsal frame. In the interest of work with his book and the concepts of
change and feedback, I intend this exercise to get you thinking about the potential paths you may take as a teacher on a given issue,
i.e. how this might look in practice. In this case, let’s assume the issue comprises an ensemble with rhythmic issues (you decide what)
in the first 8 measures of a piece. You should be able to just click in each shape to access the text boxes.

1. Fill in words you might use as a teacher to identify the issue (information/directive/question/model/feedback). Keep in
mind that these words will probably change depending on which path you take. The point here is to think through what
you might say; I realize space is at a premium in the text box.
2. Fill in words that students might use to identify the issue (information/question)
3. Fill in the right hand bubbles with specifics of each approach. For example, after the teacher gives feedback regarding
inaccuracies, an in-context performance would consist of a correct run of the section, so you might write, “students
perform the sixteenth note subdivisions correctly in a full run of the section.”
4. Once you finish, please save your work and submit it on Canvas.
 2

In context:
Students perform the sixteenth notes from the first
eight measures in time during a full run of the section.

Teacher Verbalization:
Information: Many people are playing the sixteenth notes
too slow, causing the band to sound muddy.
Directive: You all need to keep in tempo on the sixteenth
notes. Limited:
Students perform the sixteenth notes in time during a
Question: Can you all play the sixteenth notes a bit more run of the first four measures of the section.
in time, making sure to not slow down?
Model: Teacher will play the eight measures slowing
down the sixteenth notes and not slowing down the
sixteenth notes.
Feedback: The sixteenth notes are slowing down.
Modified:
Half of the band plays through the first eight measures,
keeping the sixteenth notes in time. Next, the other half
of the band plays through the first eight measures,
keeping the sixteenth notes in time.

Student Verbalization:
Information: We are having trouble playing the sixteenth Parallel:
notes in time. Students perform the sixteenth notes in time during a
Question: How can we make the sixteenth notes sound full run of an eight-measure phrase much later in the
more together? piece that is similar to the first eight measures.

Related:
Students perform a two-octave scale in the key of the
piece, all in sixteenth notes at the tempo of the piece,
staying in time throughout.