Madison Horner

Student Teaching Project: Music Class Driver’s License

Fall 2023
Lesson 2 Analysis
Once again, the beginning of my lesson started with initiating the imagination of the
students getting into their cars. Together we opened our car door and got in our car, put on our
seatbelts, started the engine, fixed the rearview mirror, and grabbed our steering wheels to begin
driving. I wanted to see if the students remembered when to start and stop with the song and also
how they would do traveling around the room on the first run through. Most of the students did a
great job remembering starting and stopping while also being able to safely travel around the
room. I noticed some students who were misbehaving during the “beep, beep” parts,
intentionally trying to hit other students or just being silly. I reminded them that the beeps should
be down, or at belly button level. I added this adjustment and had the students try the activity
again to prove they could be serious and safe.
I moved forward with the lesson asking, “Do cars go one speed?” The students rightfully
said, “No.” I then communicated with them that cars can go fast, and they can go slow. Calling
on student volunteers, I asked them to share reasons why a car might go fast and slow. A student
suggested traffic for driving slowly, and another student shared the idea of highway for a faster
speed. We would use these creative examples to describe the speed (or tempo) at which I sang
the song for the class and the students would respond. Each time before I started the song and
singing it at different speeds and scenarios, I reinforced our objectives/goals. I would say that I
am looking for is, “Starting and stopping at the right time, and your ability to make your own
path without hitting another car.” As a prep for the song, I would tell all students to show me
their steering wheel.
The students specifically learned how to move their body to an assigned tempo by me. I
could tell that they were adjusted the speed from the video and in-person observation. The
normal speed looked different than “waiting in traffic” (slower speed), or “getting on the
highway” (faster speed). An adjustment I made during the lesson was demonstrating “getting on
the highway” for students as I thought they would turn faster tempo into chaos and craziness. I
had this experience in other classes, so I thought it necessary to give them a visual and
understanding before they tried it on their own. I had a student model this after me to solidify
student understanding. After that, I had the whole class try the faster tempo.
After watching my lesson video, I was able to conclude that majority of the students were
able to complete the objectives of this lesson. Our time in this lesson was to review what was
taught and learned in the last class and then add the next level. For example, as I could see that
students were starting and stopping at the right time, finding their own path, so I added adjusting
their body to the speed of the song.
I will be having the students take a practice test during our next class together. This way
they understand the procedures and what I am looking for. After this class, the next will be the
assessment or the “Music Class Driver’s License Test,” where I test what all they have learned
from the time we’ve started this activity.