A

Teaching Observation from Ellen Abrahams

Westminster Choir College

Music Education Department

Name of Teacher Hannah Larson Name of School Scotch Plains-Fanwood High School Grade 13 September 19, 2012 Date 1:41am Time Lesson/Rehearsal Plan: Conforms to the required forms. Comments: The lesson form you used was clear and complete. It was easy for me to follow and user-friendly for you as evidenced by the way you followed it. Lesson/Rehearsal Execution: Includes appropriate strategies to meet the objectives and answer the focusing/essential question. Comments: The essential question was the HOW the students would express the rhythms as a creative group. I thought the question was answered evidenced by their enthusiastic participation and successful performances. A question for all of us: Does one express a rhythm or does one express music via rhythm? :)

 General : Includes classroom management, assessment and standards. The strongest areas of this lesson/rehearsal were: You called the class to focus in positive ways. Your demeanor is positive. You seemed to have a good connection to them. IS THERE A SEATING CHART? Your lesson plan stated the standards you were touching on. I suggest you include more standards and examine where they are being used. Reflecting on them may open up the conversation with yourself on their value. For example: Reading (present in the lesson) and notating music (not present) could have been in the lesson to add depth. I believe the strongest component was CLASS PARTICIPATION. Suggestions for the next observation: 1. ALWAYS include a music listening component to every theory class. I suggest it as a warm-up to the class. Purposeful-concise. Use it to build skills or appreciation: conducting, timbre, genre, etc. This will help develop their critical listening skills. 2. I would like to see the lesson geared more to high school level. Though we can assume that the students' knowledge of music literacy runs the spectrum, we must give credible context to learning to read rhythms. I understand you were not making a focus on the "why" of rhythms, but a connection to real music is crucial in music theory. Build from this. Remember, it's always the music that makes it come alive. For example, among your many rhythms, feature a rhythm that is a signature rhythm of real music. The example that is popping to my head at the moment is Wagner's, "Ride of the Valkyries". The opening rhythm is so cool not mention that it showcases a major-minor seventh chord contrasted to a major seventh chord. Of course there 13 Todays Grade (15 points mfeature this music, too. _________________ with examples on your own. Choose are a plethora of cool videos that aximum) You can come up
something you LOVE. Show your passion..kumbaya. 3. Try establishing your groups ahead of time. See how that works next time. I will observe this class, again, on Wednesday, October 3, at 1:39 PM.