CRITICAL REFLECTION IN TEACHING VIDEO: Critical Writing

Why was this the lesson that I chose to tape as my presentation? Why did I feel it was necessary to reteach rhythms to this, my intermediate class. First, I want to say, they were more mature than they were at the beginning of the year when I reviewed this content for them. They were very antsy shallow thinkers last year, and if I had my 8th graders, whom I thought I would have seen today, they would have had deep questions for me, showing me their thought process has expanded. It is true, my 8th graders, even new students, grasp concepts better than the youngest members, the 6th grade. Let me tell ya though, this group of 6th graders that have had strings in elementary school and have come to middle school orchestra highly recommended by their strings teachers, will be a tremendous force in the orchestra as 8th graders. I am already planning on next year's festival musical selections.

There is no way I could have ignored the fact that the older students needed me to reteach the lesson on the eighth notes and other rhythms. Really, what I was able to record barely scratches the surface of the things I needed to and did cover. The students needed to slow things down to focus. The 6th graders have not had the true proper benefit of my classroom instruction in theory, because I have been so pressured to GET THEM PLAYING. Of course, any dynamic teacher will teach notes values and placements, but an exemplary teacher breaks it down and divides the class into learning stations, and balance theory and practical.

CRITICAL REFLECTION ON TEACHING VIDEO: Analytic Writing

According to the GPS Standard the students of the orchestra were taught by the MMSBO.1, 2, and 3. Although they spent a great deal of time in the video writing and notating music, the ultimate goal was to put theory into practice, getting the eighth note rhythms concrete so that they are second nature to play. It is not enough to just pic up an instrument, but the methods are essential for growth. Clear connections were planned with an outcome in mind in this lesson, and the students appreciated the time that was taken to make sure they were making this connection. This is not the first lesson on rhythms for this class, and you may have heard me refer to this class as the intermediate/ advanced orchestra. Most of children in the orchestra(many more who were not scheduled to be present today, have a good bit of technique down, but this lesson was being retaught to allow students to better understand, infusing supplemental methods books to assist them in the basics. I also gave them new ideas to check positions as they went about their daily activities. When many of them returned later during the day, they were disappointed that I wasn't recording them anymore. My mother is very insistent that I record them and let them hear how they are sounding, which is another strategy to making improvements.

I was able to model for the students the correct way to really dig in an play, but before I did that, I made a connection to them, that it is much better to give too much and I need to tell them to back off in sound, as opposed to telling them they are not giving me enough. I remember my teachers growing up always trying to break us out of being timid both in the choir as a kid and in the band in high school. When we did bring it out from the belly, they gave us tons of praise, and we sounded very bold and confident. This is what I want for my students: that confidence, and I believe they will enjoy their playing more when they attain that confidence.

I really learned from the Gardner to synthesize, although I can't say it enough, I am glad my group focused on that chapter. As I composed my lessons plan, synthesis is one of the higher critical thinking levels of Bloom's Taxonomy. Synthesis is the actual compilation of strategies put together to achieve the goal I set out to achieve. One of my essential questions required the students to quiz themselves to be sure they are achieving the goal.

CRITICAL REFLECTION ON TEACHING VIDEO:Descriptive

To describe what you are seeing first off, I tried to make my 1 minute pan of the room to be really detailed with every artifact that best represents the environment. I started the pan with my Big Idea which sets the tone for the rest of what you will see.

Big Idea "Bowing Techniques: Eighth Note Essential Drills. Enduring Understandings: It is understood: Finger placement placement is essential to a great sound. Proper bowing techniques effectively communicate your musical intentions to your listener! Proper pressure must be given, so your instrument's voice is heard. PERFECT POSTURE WILL NOT GO AWAY. Essential Questions How can you improve your intonation? Why is hand placement on bow essential to bowing performance? How could you test yourself to be sure eighth notes will be played correctly?

Objective-Students will:

1. "Clap and Tap" to demonstrate simple rhythms

2. Review and demo. Perfect Posture, right and left hand techniques,

3. Discuss how right hand position effects how eighth notes will sound.

4. Apply visual aids and placement exercises in music practice.

Sponge: 10 mins Students will use the various method books to view fingerings and hand positions to compare and make modifications as necessary. Classroom Rules, Teacher's Vision Statement, Classroom Management, lesson plans and GPS Standards are present in the front of the classroom so that students are clear on what is expected of them.

The room is filled with print-rich materials, Word Wall, CMCD Management and SFA reading materials to make the orchestra room wealthy as a learning environment. There are three learning stations LS#1 is the classroom like setting where students complete journals, take notes and study theory. LS#2 is the typical orchestra set up.LS#3 is the computer station. There is also the "Mozart Music Corner" a carpeted area that contains reading materials, a boom box, and a relaxing "Barnes and Noble" feel for students to use any time.

Today's lesson brief was about students correcting some basic positions in order to play eighth note rhythms in our musical selection. I started class by having the students really think about how they achieve their sound, making sure they apply correct techniques. The students really reviewed their rhythmic patterns because some had trouble, reteaching COUNTINGS UNDERNEATH. Countings are the reason students' playing seemed a little off. As I made sure they understood counting and count placement. Notice, I used the same rhythm for tapping and clapping as in our musical selection. I had to begin on the board for my visual learners, then put theory into practice at the end of the lesson in the practical.

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One Minute Pan of Classroom (actually it turned out to be 2:58 :-)

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My ArtsAPS Action RESEARCH

I have chosen to complete my Action Research on a topic that I already had begun seeking a remedy for. It has been an issue that I have dealt with and really wasn't too sure on how to even approach it to achieve a resolution until now. The topic I have chosen is Uniformity and Etiquette: What is the Direct Connection Between the Two?

I think for the children I teach, Uniformity and Etiquette is something that will not just fix itself over night, as my children still do not see the importance. I still have kids who would rather go to "step" practice and cheer leading, than come to class. This is even after I have called parents and have issued deficiencies.

The components that come into play under this umbrella is students in school uniform/performance attire, and student behavior. My principal said that this topic was so compelling to her, that she completed her thesis statement on this very topic many years ago.

The lessons that I will be able to present as documentation will be based on Concert Etiquette, and are ongoing and are usually done right before performances. Other documentation I will be able to present will be in the form of data and supporting documents from the beginning of the year to show my efforts increasing morale and making the Long Middle School more visible on campus and throughout the community. My latest effort involve more student input.

Synthesizing

I was glad that our group had to read the synthesis chapter, because I believe it is how I process my information in the classroom. Synthesis is compiling information in order form an organized product. Mainly, it's what I have to do to pass this ArtAPS course! I need to be able to make certain connections to compose an organized and completed structure that may be beneficial to other teachers.

The information given by ArtAPS required one to really analyze current methods of pedagogy both strengths and weaknesses to be able to recall from what I have studied, adding what I learned from other teachers and workshops, finding the Internet as an invaluable tool. The synthesized mind is innate in it's ability to categorize information in order to better aid the students.

As I think back over the last few days where I had an "aha" moment. The lesson was dealing with placing the fingers of the left hand in place where the F# would be in tune. Their left palms were still flat resting against the bottoms of the neck of the instrument. In one of my essential questions, I instantly thought to have the student open the hand as if she was palming a softball or very large grapefruit. I had the student practice walking around the room instead of tagging other students, to practice holding his hand in playing position. So when that class left, you better believe I began to rethink how to teach that student and thinking what visuals I could provide for him and from where, and has there been any research done on my particular challenge area. The more I dove into finger placement, the more i was able to come up with printable materials to deal with that student one on one. I came up with "Steps to Good Hand Position" lesson where everything I found as a resource was implemented in steps to assist the struggling finger placer.

STORY In My Classroom

Story is placing your signature to a work to personalize it and give it character, according to Daniel Pink and my students are full of personality. They bring new and clever ideas to the learning environment and I would like to share.

D.H. is a character, ran for "Mayor' of Long Middle, but lost it to a former orchestra student, and has such a gift of gab. She's very popular in school, joined the orchestra as a 6th grader last year and, plays the cello. This really doesn't surprise me, as 90% of present and former orchestra students at Long, are the Gifted kids, hold high positions in Student Government, and Junior Beta Club Members. D.H. lately has started to disappoint me and her mom, as she was also a leader in the orchestra, and her mother was very involved in "Orchestra Parents". Being young and full of life's challenges, all I can really do is help her do her best when she comes and hope she opens her eyes.

During our Black History Month concert back in February, 2010, as I was directing, I glanced over at my cello players and noticed something very unique! As the norm with the youngsters I have taught, many kids remain unmoved my the music they are playing. They don't feel time, they are more or less performing notes without my interpretations. There is no emotion in what they are doing, dare I mention feeling is mechanical, for the most part.

D.H. was leading her section, much to my surprise! She had taken over M.O.s' leadership and exerted herself as the principal. Her section was arranged better than had been previously in the classroom. Being that we performed in the gym and had more space, they looked like a larger section. Of course I had them arranged by ability, but the staggering of the seating allowed for fluid motion of the bows (I am a raving fanatic when it comes to bow markings and technique). I was impressed. Here's the thing, though. Not only was she emerging as a leader, but D.H. was Mozart for a day! She was using her motions to express feeling in her playing and staying on beat. She may have made mistakes, but she was being the child Yo Yo Ma. It felt wonderful to witness child expression while performing. We Shall Overcome seemed to be a testament to what she may be going through!

DESIGN in my Classroom

Design is an integral component of what I do daily as a teacher. I craft lessons thas are well thought out for my students. Design utilizes two key components: utility and signifcance. The lessons must be tailored to benefit my beginning, intermediate and advanced orchestra students, while, at the same time, be fun and engaging for them to feel proud of what they do and how well they do it.

In terms of how design is best demonstrated here, "Balanced Instrumentation" comes to mind. As I prepare Crawford Long Middle School orhcestra students for the APS String Fling, a muscial evening of stringed music featuring all elementary, middle, and high school orchestra students, I have been given a few musical selections to teach my students. I have also been instructed to make sure the students I am sending to perform will be of an even blend of musicians to compliment the other performers and not too many in any particular section.

Currently, as things stand, I am preparing all of CW Long's performers to play the String Fling music assessing ability levels and behavior, making sure our school will be more than adequately represented. Its a major component of design where all instruments will be depicted in whole group representation. The "Big Picture". According to CHAD's Barbara Chandler-Allen, " To be a designers is to be an agent of change," and in many ways in our local school sites, we music teachers are just that. As our roles as agents of change, we make any performance a beautiful, pleasing environment for all those in attendance. In the String Fling, as each teacher stays with the structure of this design I just mentioned, the rest of the Six Senses will fall easily into place.

Teaching Using The Right Hemisphere of My Brain

According to Daniel Pink A Whole New Mind, the brain is divided into the two hemispheres; right and left. The left side of the brain controls the right side of the body, is sequential, decodes text, and analyzes details. Although the two have these separate functions, they could not function without the other.


My way of thinking is totally right brained or R- Directed. I tend to see the big picture, or the finished result, although the way I arrived at such an end point is just as important. Being a R-Directed thinker ties in to the way I have been allowed to creatively express myself over the many years of my musical education. I am an entertainer and inventor.



Usually I start my lessons with the end clearly in mind. Case in point when the subject of the lesson was Rhythms: Notating and Creating. OUTCOME?/Objective: At the end of this unit, students will be able to recreate the rhythm to a song that has been played on the radio and play it on their chosen instrument (simple transcribing). According to the GPS standards, the students of the orchestra are supposed to be performing at or very close to their level, and if not, then definitely by the end of the 5 weeks for assessments, show evidence of trying to achieve this goal.



After teaching note and rest values, I show students how these values are placed in a measure that contains 4 counts. I show them how a whole note/rest looks with counts underneath, I show them how 2 half notes/rests are placed in the same measure, all the way down to how sixteen 16ths look all in the same measure. After making this Rhytmic Chart with notes and rests in each beat, the students enjoy clapping the entire chart, going around the room so everyone gets a chance. Can you say BIZ-ZEE NOISE??!!



After this major exercise, the students learn that we can then take any of these notes and rests and make simple little rhythms with appropriate counts. So on their lap top dry erase staff charts, they copy the 4 measure rhythm I place on the board. They are shown how to place counts underneath and when they are done, they challenge each other to see who can be the first to clap the rhythm. So by the 3rd or 4th week of rhythm exercises, they can clap out the rhythm to a well known song off the radio and soon after that, we place the notes to it and they can play it on their chosen instrument.



Some other supplemental exercises I do pertaining to rhythms are "Rhythm Taps" or as I say "Whack It" using the bow to tap out rhythms on the stand. The kids get such a big kick out of it, so much so, that I do it as we begin all of our new selections.

Another of My Musical Influences Has Passed Reverend Calvin Thomas

On April 3, 2010 my mother and I were given the news that my uncle(my mother's brother) passed away shortly after eating his breakfast. At first the details were unclear, but we knew he had been sick and ailing since December 2009. It is very unclear how long he was actually sick, because he was keeping his illness a secret for as long as he could. "He was handling things his way," my mom seems to believe.





The first bit of information he gave us was back in December when he took low sick with Renal failure(sp). I guess he figured he should let us know something when that happened. His usual baritone/tenor voice sounded so frail and breathy. He would still try to reminisce about the old times when he and my mom and their younger sister grew up. My mom says he remembers EVERY THING!! She used to think he'd be making most of it all up, since there was no way to really remember all that! But he filled his church with loving stories of his family especially with memories of his sister and her special operatic soprano voice to the point that when they met my mother and aunt, everyone felt as if they had already met them long ago.

He was a college professor of music, was a pastor and minister of music at his church. When I became a teacher, helped me with many questions and concerns of teaching music and how to design lessons for the students. He also critiqued my students performance and gave insightful help whenever I needed new ideas.

He was a great talented man, thought very critically, and touched lives everywhere he went. I miss him dearly.

Reflecting on the ARTAPS class to date

I have been out of commission for a while because of no computer to work from. I had and always had every intention to stay on track and keep my thoughts on point, but things always happen, and there is nothing you can do, but wait and hope that help is on the way.







This entry deals solely on my reflections of the ARTAPS course I elected to take. First off, I am glad I elected to take this course because I am surrounded by fellow music teachers who want to make a difference in how instruction is delivered in their classrooms. I joined the class because I wanted to open my mind and teach and think outside my ordinary usual manner and, in turn, free my children's thinking as well. The purposes of the class are clear: to perform, to create, to appreciate music. At times, I get challenged to move outside the comfort zone way of doing things, that my style gets to be "old hat" and old hat is boring and monotonous. The kids deserve a fun and exciting, challenging musical experience. I was the most qualified for the job, so I must make it happen for my students. The course is very innovative and contains presentations that are highly relevant to me as the leader of my musical society( my classroom) and is helpful in many ways.





I look forward to each class, as each class brings about a better understanding of what is expected of me as a student. I really want to do a webinar for the first time! I enjoy learning and putting to use new technological ideas. These are great tools that did not exist when I was in high school yet were evolving when I was in college, and as technology expands, so must my ideas to keep with the times. The class is very useful in my everyday life, in that I am consciously aware now of my thought process and in which way I am using my brain. I truly tend to be more right brained. It's inborn!

MARCH 13, 2010 Reflections on Class

Today's class has been more of an enlightener throughout the entire day, as more information has been distributed. During our initial session, the class was given a presentation from Courtney Bryant, a member from the first Cohort who went documented her class's Descriptive Case Study of the Art Room: The Remix of Creativity and Technology. In her study she was able to document all of her findings from Preproduction Planning, Peer Conversation, Interpersonal Behaviors, Symbolism? Metaphor, Peer Conversation, Motivation, and insight. The video the students put together demonstrated their complete understanding of their tasks, and how well they worked together to achieve their end result. She made constant reference to SQ1 Preproduction Planning and why it was important. " Give them enough direction. Do NOT make the assignment to broad so they won't be all over the place" trying to make sense of what it is they should be doing.

The thing she really found insightful was the peer interactions and the sense of motivation they derived from this assignment. They were deeply engaged and invested their time well.

We concluded that this presentation utilizes the 6 aptitudes from Daniel Pink: 1 Story- kids were connected to their work and gave ownership and personal experience 2. Symphony- all students see how it comes together- both visual and auditory 3. Design- they designed their own work of art incorporated characters/ music! 4. Empathy- they can see from other's perspective, shared through peer conversation. (Synthesizing- product was layered per Gardner) 5. Play- the work took on human characteristic so you could see how they felt( they used masks, computer animated graphics 6 Meaningful- of course this was a real life portrayal that had significant meaning for the students.

Break Out Session #1

Dr. JansevanRensburg shared with the group that we may subscribe and view her blog should we have concerns about what items we were unsure about. At this point, the entire class admitted we were still foggy about what was needed from us for this course. I was unclear about what a Action Research really was and how to apply it to what I do in the classroom everyday, but when I received a form on which to place my aim, things began to clear up.

Break Out Session #2

Natalie Colbert is instructing the participants of her session to compose an original work that we will perform at some point in public. She shared a performance that she observed which was a tribute to the composer's deceased brother. Based on things in life he enjoyed, the original work was crafted to sound as aestetically pleasing yet remind her while sharing with the audience these things. The piece featured sounds of a cathedral and swirling glass as the constant sound. By the way she described it, one could tell it was indeed remarkable.

So then, shall we, the members of this session create a piece along the same lines as what she heard. No instruments will be used, unless absolutely necessary. In our session today, we all came up with a list of sounds that we hear in everyday life. We also came up with events that provoke feelings and thoughts. Somehow, we educators will create something meaningful for an audience to enjoy.

According to the work of Daniel Pink, we are incorporating The Six Senses, Six R-Directed aptitudess that will enable us as teachers to develop a "Whole New Mind" and become more creative and perceptive in our approach as educators.

One of my Musical Influences has Passed

Mrs. Gloria W. Crabb, who I named in one of my earlier blogs as one of my musical influences has passed. Mrs. Crabb was the Director of the Children's Choir, Ebenezer Baptist Church, Sandusky, Ohio. She gave me my first solo in the choir "God Gave Me A Song (That the Angels Cannot Sing). She was very encouraging, telling all of us to do our best for the Lord. She put up with us children even when we acted up, but she made us do right. I grew up listening to her beautiful organ and piano playing, that I took piano lessons and eventually played at church, but nothing like her style. It truly was a gift. I have numerous recordings of her playing while I sang solos and different songs she played for church service. If you never heard her play, you truly missed some beautiful music.
On Wed January 20, 2010 the most talented and most wonderful person whom I loved dearly, lost her battle with lung cancer. She was 76. I knew she was sick, but I had no idea until a church friend told my mother that she was placed in hospice and that nothing else could be done for her.

Every time I go home to Ohio to visit, I make it a special point to rehearse and sing/ play piano with the choirs that I had joined before coming back to Atlanta. On Sundays when I first arrive to Sandusky before choir rehearsals for the week begin, I always go to the choir stand and greet the members to let them know I was back home, making sure I see Mrs. Crabb. Well the last time I went to the choir stand to say hello, she seemed standoffish, spoke her hello, and quickly left. I really thought that was strange for her to do, and as I was greeting the other members, that thought remained in my mind, although I didn't tell anyone but my mother who was in Mississippi at the time.

A church friend remembers seeing Mrs. Crabb before she found out why she was sick, that she would be so exhausted walking in and around church, pausing to catch her breath a lot!

Although some people knew of her illness, it was really kept quiet and many people do that, for reasons I do not know. I would ask those who know me to keep me in their prayers, but only they know why they keep silent. My uncle "Kike" just died Friday morning 2/26/10, and he wasn't telling how bad he was feeling either.I will miss him.

I will miss her everyday. Mrs. Gloria Crabb.

BLACK HISTORY MONTH PROGRAM 2/26/10

Here @ Long, the orchestra has been preparing for our Black History Month Program. It was wonderful to see all 3 grade levels react history and dress out in skits. The band did a great job playing "Dirty Diana"and When The Saints Go Marching In", the chorus performed "I'll Be There" and "Didn't My Lord", and the orchestra performed" We Shall Overcome",and I must say we, the orchestra did a great job! The programs happened 3 times, once for each connections class, so by the end of the day I was exhausted!!! The first time we performed, we fell apart slightly because the lower voiced instruments were going too slowly! They have got to learn to listen across the sections. They all do! At times the violins wanted to slow things down as well.

I thought to have a small chamber group perform the selection in the hallway as each grade level assembled in the gym. Strangely, I instructed the students that we would be performing 3 times, and that my chamber group would be performing in the halls first, and would be quickly returning to sit with the rest of the orchestra, but they kept asking me would they have to perform for each connections time? Didn't get that, but they really enjoyed the all day camaraderie and the orchestra celebration at the end of the day!

The CWLONG MIDDLE SCHOOL ORCHESTRA IS MOVING FORWARD IN ALL DIRECTIONS: WE ARE NOT JUST STANDING STILL

Finally a reality for me! I have been teaching for 15 years here in APS, and I have struggled to get my kids in the past to buy their own method book( before the textbook adoption), buy rosin, that t-shirts was just a dream.

This year, I composed a 5 Point Orchestra Focus plan that I shared with my principal, making t-shirts, rosin and a few other things MANDATORY. It has worked. I got my parents to buy into the orchestra program, get the kids practicing more at home, and doing fundraisers because I had planned to take the kids to Disney( but somehow, that fell through??!!).

But we were able to purchase not one shirt, but TWO!! A grey t-shirt that says " The Crawford Long Orchestra is moving forward in all directions. We are not just standing still", the other is a long sleeve polo where our logo will be placed. And every child has his/her own rosin. I am soooo excited!

Holiday Performance CW Long Orchestra

Hello! It has been a while, but I have lots to say! The CW Long Orchestra, under my direction has worked diligently to prepare for our holiday program at the school. I had a total of 56 members, mostly from the 6th grade. The majority of my musicians were violinist. The 2nd largest group is the cello section. The viola and bass are rather small. The selections we performed were "Do You Hear What I Hear?", "March of the Metrognome", and "Bloosy Woosy". We performed 3 days in a row: Tuesday December 15, 2009, for the parents @6:00pm, Wednesday, December 16, 2009 for the student body, and Thursday, December 17, 2009, @ Southlake Mall, Morrow, Ga.

A major challenge is motivating my kids to see an actual future in strings. I know that music will be somewhere in their lives, but because they are so young, their interests may change and that's okay. It is also a challenge to settle the students down, stop chasing each other and being silly in a room full of costly equipment, to be little performers who understand they represent the school in a major way and that all eyes are on them and it is important how their audience perceives them. They still want to chew gum, talk loudly and frolic. I stress to them,"...The way they rehearse will be the way they perform. So is it important enough for you that your audience boast on the good you do, or talk negatively about how poorly you do?"