The class I decided to evaluate was 7th grade Orchestra.

In this class, we tuned using a drone,

and I walked around to check the tuning of the students. After that, we did our daily warm ups
by Michael Allen. We did numbers 1-4, which include eighth note, sixteenth, and triplet rhythms.
I would play the rhythm of each one on an open string and then ask them to play it back to me.
Then we would play the exercise as written. After they did that, I gave them a couple comments
of things to improve, like trying to accent each grouping, or being mindful about the part of the
bow they are playing in. We would repeat one of the numbers if it wasn't very clean to listen for
improvement. Then we did the G scale on the rhythm from the piece. I Had them check an
intonation spot here for f#, specifically. Then we did a little method book work in Measures of
success. “Seesaw” - we did this one twice - the second time I asked them to decrease distance
between string crossings and smoother more legato bows. This helped make their sound
smoother and more consistent. Something I did with warmups on this day is condense them so
that we had enough time to hit the main material. In an ideal class, I would play more scales
with different rhythms. I would also add more etudes from the measures of success book. The
one that we did on friday we had been doing for a while. Perhaps I could have moved on in the
book.

Next, we reviewed the part they know in British Grenadiers- I put everyone on the same melody-
we labeled it with a star shape where everyone has it. This shape system has worked out well
for students to quickly identify different parts of the music. To learn the new part, we first
Plucked it, Airbowed it, then Played slowly. The next section had a lot of unfamiliar concepts, so
I Introduced naturals and flats by comparing them with sharps. We practiced the notes
individually by going from natural, to flat, back to natural, then to sharp. I had each section
practice their part and I was able to Check notes of new sections by instrument. My CT was able
to work with the violin during this since we only have one. She explained it to her As using the
same fingering different string which was really helpful for the student. This student asked a lot
of questions about it which was good too. Then as a group we proceeded to follow the same
process of plucking new parts, then airbowing them, then playing them. Eventually we Ran the
section from the key change. Then we attempted to Get from beginning through the key change.

Perceived strengths
- Keeping class engaged
- Giving comments relevant to what students need and adapting teaching in the moment
to what students need

Perceived weakness:
- Being able to explain things in several different ways QUICKER when students don't get
it the first time. Innovative different ways of describing things - being quicker about what
to do when things go wrong
- Conducting
- Sometimes fail to listen when playing with students
-something I also wanted to do differently was reinforce a concept I taught the previous class
(on pickups). Instead of doing this, I expected them to retain it and then had to go back and
explain it once mistakes had been made
Progress with group-

1. Tightening up rhythms and articulations in daily warm ups

2. Fixing intonation in scale
3. Improving string crossings and smoothness in seesaw
4. Learning same melody in new key
5. Playing together with melody and harmony
6. Learning new concept (flats, naturals)
7. Applying new concept to piece
8. Connecting puzzle pieces AKA putting learned sections of piece together

Next time I record myself, I am hoping to see improvement in the sequencing of what I teach, as
well as my delivery. I would like to become more concise in explanations so that I do not waste
as much class time.