Student Name: Jadelyn, French Horn

Date: 10/17/2021

Adopt-A-Peer assessment

Tone 1- little to no clarity, characteristic quality, or success at

producing sound
In between a 2 and 3 2 - fundamental production with some focus

Tension is present, 3- generally characteristic sound with some inconsistencies

closed throat, needs a
4- consistently focused, characteristic sound
more open sound
5- expressive, focused, characteristic sound

Articulation 1- no apparent conscious application of tonguing principles

2- some apparent fundamental technique in tonguing principles

Think too or doo
rather than tah or dah 3- Differentiated tonguing and slurring with
or dit inconsistent results

4- Generally consistent application of tonguing and

slurring principles with good success.

5- Consistent results and clear application of

tonguing and slurring concepts.

Note accuracy (scale 1- Very little knowledge of fingerings/positions

Apparent
and etude)
2- Marginally successful use of fingerings/positions
Needs little reminding
of fingering, with 3- Apparent knowledge of fingerings/positions with
some significant discomfort
practice will be
perfect 4- Good knowledge of fingerings/positions with
some mistakes

5- Excellent knowledge and successful application

 of fingerings/positions

Posture/breathing 1- Poor posture, slumped over, poor head positioning, and no

visible breath was taken
Almost perfect 2- some understanding of proper posture, sitting up straight,
posture, needs to poor horn carrage, small insufficent breath taken
work on breathing
3- General understanding of proper posture, sitting up back
away from the chair, holding horn properly, and a decent breath
was taken

4- almost fully understands what proper posture looks like and

takes a quality breath with little tension

5- understands propper posture to the fullest extent and take a

quality breath fully engaging the diaphram

Embouchure 1- has no understanding of what their embouchure should look

like. Has many bad habits
Angle of the 2- has somewhat of an understanding of what the embouchure
mouthpiece, control should look like. Still has some bad habits. Positioning is
when higher, tension incorrect throughout.

3- Has a general understanding of what the embouchure should

look and feel like. Few bad habits are presented. Positioning is
incorrect, and embouchure suffers when increasing range

4- Has an understanding of what the embouchure should look

and feel like. Little to no bad habits are presented. Positioning is
almost perfect, and embouchure does not change when the
range increases

5- has a perfect understanding of what the embouchure should

look and feel like. 1 or 2 mistakes are present.

Reflection: During her pretest, Jadelyn was able to perform almost all of
the tasks I gave her. Something I want to focus on with her is articulations,
embouchure, and tone. While focusing on these I will bring in exercises
that also tie in problem areas such as fingerings and breathing. Jadelyn
understands the fundamentals but has issues with performing these tasks
physically. As she is playing the French Horn, I also want to focus on note
accuracy as this is one of the hardest things to do on the French Horn! I
feel that focusing on these main issues, the rest will follow.

Post-test

Student Name: Jadelyn, French Horn

Date: 11/28/21

Tone 1- little to no clarity, characteristic quality, or success at

producing sound
Improved a lot, more 2 - fundamental production with some focus
open throat, some
tension, able to focus 3- generally characteristic sound with some inconsistencies
the tone faster
4- consistently focused, characteristic sound

5- expressive, focused, characteristic sound

articulation 1- no apparent conscious application of tonguing principles

2- some apparent fundamental technique in tonguing principles

Didn't focus on this 3- Differentiated tonguing and slurring with

much in lessons but inconsistent results
was able to improve
4- Generally consistent application of tonguing and
through general slurring principles with good success.
practice.
5- Consistent results and clear application of
tonguing and slurring concepts.
Note accuracy 1- Very little knowledge of fingerings/positions
Apparent

2- Marginally successful use of fingerings/positions

is Much better. After
talking through notes 3- Apparent knowledge of fingerings/positions with
some significant discomfort
and rhythms in
lessons can read much 4- Good knowledge of fingerings/positions with
quicker some mistakes

5- Excellent knowledge and successful application

of fingerings/positions

Posture/breathing 1- Poor posture, slumped over, poor head positioning, and no

visible breath was taken

2- some understanding of proper posture, sitting up straight,

This was a quick fix, poor horn carriage, small insufficient breath taken
improved greatly
3- General understanding of proper posture, sitting up back
away from the chair, holding horn properly, and a decent breath
was taken

4- almost fully understands what proper posture looks like and

takes a quality breath with little tension

5- understands proper posture to the fullest extent and take a

quality breath fully engaging the diaphragm

Embouchure 1- has no understanding of what their embouchure should look

like. Has many bad habits
In between 3 and 4, 2- has somewhat of an understanding of what the embouchure
closer to 4. Some should look like. Still has some bad habits. Positioning is
tension and pressing incorrect throughout.
in the higher range
3- Has a general understanding of what the embouchure should
but not much. look and feel like. Few bad habits are presented. Positioning is
incorrect, and embouchure suffers when increasing range
 4- Has an understanding of what the embouchure should look
and feel like. Little to no bad habits are presented. Positioning is
almost perfect, and embouchure does not change when the
range increases

5- has a perfect understanding of what the embouchure should

look and feel like. 1 or 2 mistakes are present.

Reflection:
Because I was only able to get two lessons with Jadelyn, it was hard for me
to truly work with her to help her improve. However, despite this, she was
able to improve! I think I should have given a shorter test with harder
things on it just to see if I could have challenged her more. I have found in
my teaching that I tend to be disorganized and thinking about that in the
future is stressful. I know I need to buckle down and focus on the task at
hand to truly benefit my student/s. Something I know worked well with
Jadelyn was using a tuner to help her audiate the notes and to help make
sure she is playing the right notes. This was a great help as she was able to
see and hear the intervals between notes as this was something she
struggled with. Something else that helped her a lot was talking through the
notes and doing the correct fingering. It also helped her to hear the intervals
and slow them down a lot. She was able to fix most of her issues within the
first lesson. Lastly, I feel that giving her a visual to work with helped
immensely. For example, when describing the feeling of having an open
throat I told her to imagine an orange or tennis ball in her throat and she
was able to pick that up very quickly!

Overall I think If I was more organized with my thoughts and execution my

teaching could be much more effective. I think my assessment was
appropriate and mostly everything went to plan!