Name: Diego Soriano

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.

In context: Start by isolating the first 8 measures. Go

Teacher Verbalization: I noticed that the first 8 measures
are not lining up with my hands. With some people
rushing and some people dragging, we need to improve
our mental image of what this piece sounds like and our
own ability to keep steady time. With the intro being
sixteenth note runs, this vertical misalignment is very
distracting the audience.
through the passage by singing and playing at the same
time. This alleviates the stress of actually playing and
being heard (for brass, unscrew button caps to hear
finger alignment). Then have them play the full section
Limited: Start by isolating each measure individually.
Have the runs in as short as beat per beat to allow for
the students to fully understand the notes they are
playing

Modified: Start by having the students play the first 8

measures at half tempo. Once that becomes clear, bump
it up incrementally until the runs become muscle
memory