Practical Experience Teacher Feedback

Teacher: Lisa McDuff

02/05/17: Year 8 Music

Nice manner with the students in your introduction. WALT clearly established suggestion: have heading
written already on the board to save time.

Overall, work on requiring silence and listening (particularly in view of all the aural activities) perhaps a
stronger voice, move to the front demand attention with your posture and eye contact, phrases such as
eyes here, lips zipped may be helpful. The seating plan will help, as you can then pin point specifically
chatting students and get on top early. Wandering around the room as they work also is effective to getting
them on task moving to stand near a chatterer whilst teaching can also do the trick, a hand on a desk of
someone not focussed will remind them they need to be attentive without you having to say anything directly
to them and interrupt the lesson flow.

Aural activities were good though clearer explanation of the mystery pitch would eliminate their confusion,
as it was a bit different to the way we do it (as discussed I would give them the first two notes if you want
them to be different then write each melody on the board using stave so they get used to reading it). Keep
moving quickly through the exercises and the answers limits the possibility of students losing interest.
Good to hear you singing important for the kids to hear you use your instrument even encourage them to
sing.?

Good to choose a range of students for answers glad you are encouraging that will do a seating plan, as
discussed to make that easier.

Good to watch the clock and be flexible with your plan often things take longer than anticipated (even
between classes). Remember to conclude the lesson with a summary and ask them to make sure their area
is tidy, stand up and chairs in before you release them (a Junior school habit they are trying to consolidate
across the school). Good to chat with Archie at the end very reasonable and hopefully will ensure he is
more focussed tomorrow.

3/5/17 Period 4/5

Good morning fair to get them to repeat the greeting. Try not to talk over their chatter in your introduction
though important to have their silent attention for the WALT part of the lesson.
Mystery pitch: first two are pretty hard give them some stepwise melodies to get used to it. Good class
concentration for the exercise. Number on the board, as they would be doing in their books. Lovely
extension activity for this class good to make them think.
Rhythms use proper names as well ie crotchets etc encourage the students to use the proper names in
their answers. Nicely done a bit different than we have done previously, but good to change it up for their
listening skills (I normally only use crotchets on beats 1, 2 & 4 but like the change). Keep extending them
- next time add more rhythm options in, and the time after that make two beats a mystery.
Musical elements good to revise together, but again require their silence in group discussion time. Need
to move a bit more quickly through this getting chatty. Worksheet a good idea allowing you to move
around the room and monitor progress. Well done at getting the volume down effective!
For tomorrows class (8M) do the same worksheet task, but I would suggest having the elements on the
board already, as per the worksheet, and just asking for the definitions (just to make the process quicker,
which will work better for that class), and then they can write the definitions on their worksheet (maybe
amend the worksheet to have brackets and a space for description). You could have the worksheet on the
projector also.
When asking for Attention needs to be a bit stronger. Nice to give them positive reinforcement for the
way they worked. Class is listening much better and responding well to the task well done! Good to
encourage their discussion by saying that there are no wrong answers just needing justification good.
Lovely gentle manner with the students you are responding well to their answers and requiring clarification
where needed.
Guitars a row at a time to collect. Good work a much more controlled lesson.

4/5 8A Period 1

Good morning ensure they are quietly listening when you explain the lesson remember to give them a
WALT for the whole lesson.
Ooooh hard melody to start! Remember start simple to give them feelings of success, then extend.
Important for them to feel that they can do it initially or some may be scared off and stop trying. Moving
quickly through the aural exercise, which is good keeps them focussed. Discourage the little squeaky
noises some of them are making.
Guess the melody good but probably important to sit down at the piano so you dont block their view of
the board.
Good clear management of guitar lesson, and then pack up procedure.
Period 2 Year 12 Music
Nice introduction. Cute examples though probably cut shorter to get the main idea across a little quicker
(particularly the first one) the examples engaged the students well.
Sequencing: Take 5, Call and response: Manamana, Scarborough Fair/Canticle: Counter melody
Remember to put the accidentals in the chords & scale on the board.
Closure: a quick summary of the task and its intent linking to relevant study is always a good idea, to
reinforce why the activity has been done/ what the objective of the lesson is.
A nice lesson overall good work.
Period 6/7 8M
Lined up pretty well. Clear intro good waiting for silence. Negotiated the interrupters quite well. Good
work aural work had good focus from the class moving quickly through the activity worked well.
Waiting and asking for silence specific to rows worked well. Prize nice idea!
Nice, gently spoken manner students are responding to it well.
Good progress today next week work on a slightly stronger WALT over a silently listening class.

Period 2 8A CRA

They seem to get very excited by saying good morning and then need to resettle. Try just saying good
morning and then launching into WALT dont worry about getting a response, because then you are trying
to get them quiet twice.
Launched into aural activities quickly and effectively. Good to keep them moving quickly. Good to have the
mystery pitch on the stave Im with Ben! Helps them to think in notation. With another class will
probably need to do the mystery pitch a bit slower was quite tricky. Perhaps label the activities on the
board for clarification. Suggest doing a bar of rhythm when showing examples of each beat some are hard
to distinguish in isolation. Nice extension of the mystery rhythm activities well done. Good to keep
extending the students, particularly this class.
Board technique answers need to be a bit bigger and clearer hard to read at the back. Particularly
rhythms can get a bit squished and unclear show 3 under triplet.
Lesson moving well. Be careful asking them to settle when they dont have a specific task to be focussing
on. Instead perhaps say you will be receiving a handout on the musical elements which is important
revision for our test next week Passing out worksheet technique try putting multiple copies at the end of
each row and passing along then they all get them at about the same time.
Introducing the musical listening activity needs clarity in explanation. Ok class we are now looking at Q2a
together. In this activity you will have to listen to a piece of music and then fill in the blanks in the
paragraph give an example. This is looking at the musical elements. then let them read it through
quickly. Just launched in pretty abruptly a slower class would be lost I think. Btw I would probably go
with a dark timbre given the drums and the warm sound of the viola.?
Good to get them settled for closure keep working on that, as they did get a little too chatty. I think using
the task for homework will work better, given everything that is planned for tomorrows lesson. They dont
get much Arts homework so a little from time to time is ok and this class should do it, and it will be good
revision at home for them.

10/5
Year 10 - Period 1

Clear intro. Document on projector could be bigger quite small to read or give them a hard copy as well.
When talking to the class about your document better to look at the class rather than at the board (and try not
to stand too much in front of the board) have a hard copy so that you can face them and keep an eye on
their attention. Could be a good idea even to get them to take turns in reading and then comment and
interject. Btw careful of spelling on the board brief important to model good spelling.
Good intro to program notes hopefully well get some good ones now!
Remainder of lesson make sure focus is assisting students with comps.

Period 2 8 CRA
Beginning of lesson needed a little more structure and clarity sorry if me not being there with the key
unsettled your start. Good morning idea straight into WALT needs more confidence in delivery. And what
happened to checking the homework? Perhaps do that tomorrow. Keep working on the start of the lesson
make that tomorrows focus.
Ensure you introduce each example with which number it is as you did start to do. Good focus in the room
for the aural section. J Nice maintenance of exam conditions. Good to write on the board when the exam is
some dont listen, but will read the board at some point in the lesson always good to disseminate
information in multiple ways to cater for all learning styles.
Musical elements section: Careful when saying they need at least 2 descriptors what if the timbre is just
thick throughout? They really only have two words for that at this stage.
Jaws good first example, though perhaps a little long (ends up having lots of contrasting ideas in it which
may confuse them? Possibly good to have a shorter example, but still play it twice.
Superman nice choice. Be interesting to see if they pick out low pitch and dark timbre in the intro section
contrasting with the main themes higher pitch and bright timbre. Keeping on going through the string
section is probably too long again lots of different ideas at play.
Lovely 3rd example what was it? Still a bit too long I think (probably axe the intro focus on the harp
section so that again not too many contrasting ideas at play).
Good to see you wandering around the room and checking progress that is so important keep trying to
work that into your teaching practice even more. Most effective teachers are not always at the front of the
room, but are engaged with the individual students moving around the room is an important part of that,
giving you a chance to interact with them individually not just as a class.
Yes important to give the answers they need that feedback. And much better rhythm notation on the
board bigger and clearer yay!
When asking for answers still dont encourage too much chat phrase question carefully and ask for hands
up so they dont degenerate into chat. With 8M please give them the answers for the definition question in
Q4 their neighbours may not be right!
Good work revision test worked well overall. They should have a good understanding of the elements after
that! You have a nice manner with the students and they are responding well to the activities you are
preparing.

8M 6/7

Interesting to experience the different levels of understanding between these two classes clearly extra
scaffolding and additional modelling is required for 8M.

1/5 Year 8A CRA Period 1

Much better intro. Ask them to be settled first before the good morning/WALT routine so that they are all
quietly listening for that.
The extension of both rhythm and melodic ideas, with more to choose from is good. Well done. Consider
also getting them to clap the rhythms to practise their reading skills good opportunity to extend them even
more.
They were still a bit too chatty between tasks really be firm at the beginning with the silence requirement.
Good focus overall though, and they are getting good results.
Easy to lose track of the plan but HW was really important this week, due to the exam. Probably at this
stage good to have your lesson plan in front of you and refer to it so you dont forget things.

Year 12 Music Period 2 on the fly.

This was an interesting lesson clearly you felt uncertain about how to approach the Britten piece, and, as
you have already indicated, you felt underprepared about the music which was unfamiliar. I guess the lesson
to learn here is to prepare a bit more in advance if it is foreign material and to really clarify your objective
for the lesson. In saying that, I think the end result was interesting and the students were all engaged
although they were a little confused about what they were doing to start with, indicating that your directions
need to be clearer, and also important to check the accuracy of the photocopying!
Re objectives: When planning a unit or a lesson within a unit it is probably good to have an overarching
understanding of the senior syllabus (which I dont know if they have covered at uni) in summary the
music students are assessed in 3 dimensions: composing, performing and musicology. Units are developed
to look at music from different styles, eras and cultures, but essentially provide a vehicle to continue to
developing skills in those 3 dimensions. So when choosing music for study it should be relevant to the unit
topic, and then you get to decide what angle you want to take from it like in the Adagio in Gm, in which I
chose to focus on melodic development did some aural work, some analysis and then the composition
activity. Exploring dissonance as a compositional angle for the Britten piece makes sense in the context of
their own compositional development however it is also interesting to look at the historical context with
some musical analysis of a range of elements. I think you tried to cover too much ground in your
preparation, given that it was just a single but better to have too much than too little if you had specified
your aim for the lesson a little more I think you would have found it easier, and that is probably my fault a bit
as I didnt really give you specific direction. In saying that, you need to be making these decisions on your
own in less than 12 months, so I would like to give you the freedom of creating your own specific objectives
for lessons wherever possible.
This becomes particularly relevant when talking about the Year 10s who belong to you from next week for
4 weeks. I will send you the previous unit review, as discussed, so you can see where they were at, and
where they should head in terms of theory (basically they have been recently introduced to motif, minor
scales, diatonic chords, inversions, relative keys but all need consolidation perhaps via melody writing in
canon composition, alberti bass for inversions, motif for theme and variations, etc). In exploring Great
Music & Musicians you can choose which music you want to analyse, perform and use as inspiration for
composition (remembering that I would like Baroque and Classical styles introduced but also include some
popular music) use the musical examples as the source of your lesson material, whether it be an aural
exercise/activity, an analysis, composition or performance exercise, or a combination. Hope this overview
approach has been helpful obviously we will talk more about direction next week, but I know tomorrow
will be too busy to have a conversation. J

Year 8M CRA Period 6/7

They are hard work, but it was a constructive lesson moving around the class I felt that more of them were
getting the ideas. The beginning of the lesson still needs to be stronger with quick firm directions and
expectations set by you. I think you need to stand your ground a little more confidently in front of them and
demand their attention at times however that will come. After the initial hubbub they settled well into the
listening exercises good to see so many getting the answers correct. Its hard to know how their behaviour
would have been without me wandering the class after their exam and in the art unit I will sit back more
and let you manage them on your own, to help you develop some of those intervention type techniques I
actually have a little booklet on behaviour management techniques that I found the other day that I will pass
on to you. (Remind me next week.)
How to manage their responses to the musical elements in the recorded extracts still needs more thought.
Whilst a nice idea to involve the students up the front it didnt work well they were too quiet and their
responses got lost with the class. Answers on the projector is a good idea I think if they can look, read and
correct their work (or swap with their neighbour?) then you are still free to roam the room and check that
they are on task the more occupied they are the better. This is the level of lesson planning that will help
with classroom management and something to be mindful of for future classes.
Many are getting more serious with guitar. As a note for next week we will devote the Thursday double to
the guitar but as a double is a long time for them to focus we should probably have an intro which revises
the chord shapes all together and demonstrates again their requirements for the exam. Can you think of
another relevant activity perhaps? We will also have time for group playing at the end.

Year 10 Music Period 1 & 2

Introduction is good students should have a clear overview of the unit. With questioning about who they
think is a great musician perhaps first get them to write down their ideas (maybe specify at least two and
note that they shouldnt judge other peoples opinions!) then they can share more likely to get
contributions if they have time to think first.
Instructions needed to be clearer with the first activity of them noting down what happened musically on the
lyric sheet many were not writing down anything which then makes the sharing/discussion section next a
bit difficult. Clearly instruct them on what you want them to do.
Powerpoint why Bohemian Rhapsody is considered great good some interesting features.
Query: Non-sectional? Through composed can still have sections a little confusing. Powerpoint:
Ritornello (repeated section which it is a little return to the start) not slowing down (ritardando). Think
carefully about definitions.

Question: Which part of the lesson do you think worked best and why?
For me it was the vocal section the warmups were fun and presented confidently, engaging the students.
The singing worked pretty well again the students were actively engaged (even the boys well done).
Though, as we discussed, it could have worked more smoothly if you had looked over the parts beforehand,
nevertheless this part of the lesson worked well, because the students clearly knew what was expected of
them and were actively engaged in doing it.

16/5/17
Year 10 Music Period 1

Nice to start with a practical activity good. Moved along clearly to the harmonic analysis stated WALT
for the lesson well. Good use of board instructions much clearer today. Nice to see the specific
requirements for notating the scale listed on the board made it very clear.
When listing the diatonic chords on the board good to see the focus on I, IV and V to start. Make sure you
do identify the secondary chords and note that they are minor (and diminished) reinforce that this is the
pattern of chords in all major keys.
Good moving around the class helping River and checking on the others to ensure they are on task. Arent
they a lovely class!
Prezi looks great make sure they know why they are doing itie to reinforce and revise the learning that
we do in class. (which is pretty obvious, but good to reinforce the TIB: this is because. We have not talked
much about WILF and TIB yet they are the other two pedagogical elements embraced by this school which
need to underpin your lesson: WALT, WILF & TIB What are we learning today, What I am looking for
and This is because. I think at this stage these would be good to put in the objectives section of your
lesson plan for clarity more so than the ACARA elements which are quite general.)
Much better closure. Good work.

8A Period 2
Work on getting them quieter quicker if possible they were a bit too chatty at the start. Perhaps work on
getting a bit more silence as they line up, to reinforce the expectation in the classroom. Moving into the task
quickly is good, as they do focus once the listening activity starts. Even start before they seem overtly ready
if you wait for them to be ready you could wait forever!
As you are doing the exercises look at them a little more your eye contact will help their focus. You tend
to look at the piano and outside a bit be engaged with them a tad more.
When doing the worksheet, it probably is ok to have a little chat. Good highlighting with them the second
page and reminding them about their test nice examples. Closure - good.

17/5
Year 10 Period 2

When doing answers for chords consider having a completed copy of the music with chords on the
projector would enable you to debrief the notes with the chords and explain more clearly (with visuals) to
the students when you get to the chromatic chords.
Aural work pretty good for the first time. Give them clues when they havent done an exercise before ie
emphasise the bass line (do a little run?). Good to refer back to cadences. Next lesson perhaps start with
cadences and ask them to write them down (to help retain again!) could be good to see if they can find an
example of a cadence in the song that you choose. The performance song on Friday will be another good
chance to review chords both progressions (chord functions & key) and notes in chords.

Year 8s
Dont say you have a couple of minutes to get it out of your system they will take you up on it! And did.
Test progressed well good focus throughout aural activities. Clear instructions given. Try to emphasise the
mystery note, and watch students for timing of aural extracts occasionally too long between I think. Well
managed overall be prepared to offer additional explanation to 8M.

18/5
The structure of the lesson plans is better now lets keep that format going. Im sorry I kept interrupting
both the Year 8s and Year 12s however I think it is because I didnt get to see the actual class resources
powerpoints and program notes. Really important for me to check that information first it is an essential
part of the lesson plan.
8M 6/7
Behaviour management: Focus in the room would be helped I think by your eye contact with them really
look at them use your eye contact as a means of behaviour management eyeball the chatty ones. They do
love that game though.
Ask for the eyes at the board in a firm voice, so they know where their attention should be. Keep working on
a stronger voice with defined instructions.
Avoid asking questions which require the class to all answer ie are you all clear when the prac date is.
Change the question Hands up if you are not sure when the performance date is. Think about questioning
a little more.
Follow through with detentions very important.

22/5
Year 10 Music

Introduction to the lesson is good effective to revise and consolidate last weeks work. Excellent to see that
you are getting familiar with student names.
When doing harmonic analysis on page 2, be good to name the chords on the board so that the students have
a visual reference for the answers. Suggestion for questioning ask different students answers for each
chord so that they are definitely having to stay focussed and do the task.
Good to reference the artwork and show the images as you did nice visual reinforcement of the style
more of that is always good when introducing these Western music styles. (Missed the Bach youtube clip?)
They will not know what a concerto is. Explain.
Good to think about how/when you are going to use the worksheet do they just listen first time around and
absorb the music, get an impression? Then get the music & worksheet? Given that your youtube clip is so
informative that would be a good place for their focus to be at first. Then listen again and prompt with the
questions and the score try to move around the room a little more while they are working on their
worksheet to make sure they are on task and help them with responses, see where they are struggling.
Discussion of phrases and motifs could be clearer (and key) check the information that they have. The
peril of last minute change of plans! Ensure you have clearly thought through the answers you want
remember this is all new to them. Some definitions need a little more clarity ie the basso continuo.
Structure sheet is a good way to explain ritornello form, however how are they meant to work out the keys?
Also I dont think you clearly established an understanding of the A and B themes before doing the structure
worksheet consider playing them independently on the piano and showing the differences on the score
more clearly. Quite tricky. Would be better if the ritornello bubble was the approximately the same shape
to show the return of the main theme. Keep thinking about synthesising your worksheet activities more
clearly a little haphazard today probably also because you added in some of mine at the last minute.
Ensure you have a clear plan for the use of worksheets and what you are wanting to achieve/focus upon.
A double is potentially a long time for theory concentration I would like to see you working in some more
practical activities as well for instance could they take a moment and try to play the theme? Or notate it
part aural and part prac? Remember the more hands-on they are the more they will remember and absorb if
they had played the A and B sections of the theme they would be more inclined to recognise them could be
a good break for the middle of the lesson.
Think about conclusion when you only have 5 minutes to go what would be a good use of time? The last
handout will work but only if you preface it as a summary of the main points of the lesson (otherwise it is
just more of the same). You need to wrap up/ review main features of the Baroque music they heard. Go
through the dot points on the information initially handed out? Keep working on closure and review at the
end of the lesson.
Be good to see a few of the prezis? Good to check up on them.

29/5/17
Year 10 Music Period 1 & 2
Nice organised start excellent to discuss the criteria for their performance. Good wandering whilst students
do the D minor scale. Like the singing exercise try also a canon on the 3rd perhaps?
Love the youtube clip with background on Bach an excellent resource to have accessed.
When you give them a worksheet, you may need to go through the questions with them first. Often nice to
let them listen holistically first then give out questions and on second listen do the questions. Good to see
you linking the image to the baroque features, ie the decorative organ also be good to explain how an organ
works, they probably havent seen one before.
Good to explain texture definitions but need a little more clarification and definitions on the board:
Polyphonic independent melodies played simultaneously; Homophonic 1 melody with accompaniment;
Monophonic single unaccompanied melody. They have been given this but always good to revise sorry
I should have picked that up for the powerpoint.
Perhaps could move through the worksheet a little quicker. They need to stay a bit busier.
Good to get the students to read about toccata and fugue definitions but you dont need to reread it, just
reword definitions in easier language - and explain any unfamiliar words, and there will be some.
(contrapuntal, virtuosic, dexterity. Good to check vocabulary).
Housekeeping: Be good to have all the youtube clips already up to save time, if possible. Check your
timings on the youtube clip.
When playing the toccata try to scaffold the practical task more ie give them specific instructions about how
many bars and also let them know that the motif repeats, what note it starts on, etc to make it easier for
them. Good to play the modern clip but important to try to have closure with them all playing.

30/5
Year 10 Period 1 Composing a canon
Intro clear good to state WALT etc. Worksheet revises yesterdays concepts well good to see you moving
around the room. Remember looking at the class when going through the answers be definite about what
you choose to write on the board. Dont be afraid to ask individuals for answers if they are all quiet. As they
are listening to the music might be a good idea to prompt them with bar numbers they can sometimes get
lost. And how much of the score do they have? (Also ask them use bar numbers when finding examples.)
Keep an eye on the time make sure you have enough time to start off the composing task properly. Maybe
go through the worksheet a little quicker answering together at times? If they have too much time they
lose focus ie River, though I know it is hard to keep him on track.
I think you need to scaffold the use of chordal notes in the melody a little more when introducing the
composing task. Instructions could be a bit more definite/clearer at times.

30/5 Year 8 CRA Period 2

Getting them to walk in again worked for this class be careful with that technique though 8M would
probably prefer to be outside!

31/5
Year 10s a valuable hands-on lesson.

8M 6/7
A difficult lesson, as they were so hyped up from their science incursion. The worksheet you developed was
a good tool for the power point and should have made the lesson easier. You soldiered on, and they got
through the worksheet however it felt like you talked too much. Demand their silent attention at the start
when completely quiet explain concisely what they are doing and that they will have opportunities for
chatting later on. When they are is this mood keep it fast and snappy. Instructions super clear and basic so
they can fill in their worksheet quickly. A bit more commanding use of voice, but less talking. Good to give
them consequences more severe would be fair I think - 1 or 2 minutes is not enough of a deterrent. Also
reasonable to start off putting individual names on the board do that early to give a warning to the class
they can earn their name back off the board.

1/6
8A Period 1 Cube exercise

The class is settled and working well, however, I think instructions could have been more clearly stated to a
quieter and attentive class this will need to be more clearly stated for 8M. ie WALT: today we are
applying the art elements that we learnt about yesterday. On your cube worksheet you are to represent each
element on one side of the cube in some creative way you can use the examples on the board as inspiration,
but it would be good for you to come up with your own original ideas. You did say all these things, but it
felt a little haphazard, and the class wasnt quiet enough while you gave instructions. Keep working on
getting their full attention before you give clear instructions.

You are developing a lovely rapport with the students they enjoy your lessons and are comfortable with
you, which is excellent. J

8M Period 6/7
Well done! You waited for silence, insisting on their attention and got them settled at the start and revision of
elements was well done. Much clearer instructions this time good techniques for settling used. Yay!
Focus well-maintained very good to see you roaming the room and helping individuals. Good to give
examples to the class of individual students work positive and affirming for the individual and inspiring
for the class.
When introducing Blind Contouring make sure you get their attention first before launching into
explanation. Good 2nd time.
Nice to have these classes with 8M!

5/6
Year 10 Music Period1 & 2 - Classical Period Intro

Good revision and nice work on power-point overall. Good to have the composer background clip
informative! Also good to see you scaffolding the musical elements for the worksheet important revision.
I query just giving them information about the features of the Classical period (plus quite small font!)
consider discovery learning techniques where possible. Will they have a chance to write down those
features? (I guess they do through the worksheet). Also is Schubert really considered a classical composer?
True he had a more classical style than his contemporaries but he was composing during the Romantic
period.?
Think also about opportunities for specific aural work that connects with the repertoire that you are studying/
presenting would be a good simple opportunity to notate the theme, and then discuss the chordal nature of
the melodic composition. Still could do that as a warm-up for tomorrows class even could be an
advantage as they will be quite familiar with the melody. Would be good to talk about the use of melody (not
specified on the musical analysis sheet? Though could be discussed under pitch a little more) remember
that highly structured diatonic melodies in regular balanced phrases are a big feature of the Classical period.
Note that pizzicato is usually noted as Pizz on the score.
Lots of new concepts today: symphony, theme and variations, alto clef, homophonic, modulation, pizzicato,
tenuto good to review these tomorrow.
Students appear to be on task throughout the lesson. Good work. Nice to finish with playing the theme
River played the whole thing! Good closure.

6/6 Year 10 Music Period 1:

Good start with dictation keep moving through it quickly. See how well it works when they are familiar
with the melody and have played it? A good opportunity to provide them with success.
Good chance to intro Mozart as a great composer of the Classical period dont forget to take advantage of
that!
Great resource that steps through the differences in the Twinkle Twinkle variations can you send me the
link? Thanks.
Keep an eye on the time so you know when to wrap up but good summation of the 3 forms weve looked at
and linking them into their own composition process.

Period 2 8A
Good start overall the still waiting technique seems to work. Clear instructions given once silent.
PPT I like the way you have used ppts to organise your lessons - good work. Consider font though - it is
pretty small at times.
Brainstorming worked well remember it is working because the focus of the activity is on the students
doing a specific task.
Good introduction to assessment task of futuristic creatures. Think it makes sense to do the youtube drawing
of the robot first (note use of geometric shapes and detail of lines in the youtube example to link to elements
tell them its a warm-up drawing and listening exercise.) Then they can think about their own robot and
designing their own ideas link to the images you included of robotic animals and bionic creatures for
inspiration.
So aim by the end of the week that they should have 2 designs (detailed or on the way) to choose from or
amalgamate for their final art works: the robotic creature and Jenny Orchard style creature (this one will
probably use more organic shapes, contrasting colours and textures and irregular lines).
Nice to show class examples! Check time for finish.

8/6
Period 1 Last lesson with 8A!
Nice revision of the art elements jellybeans were an enjoyable touch and much appreciated by the
students. Good to include fun elements in the lesson relationship building. J
Students are engaged overall good to keep wandering the room ensuring they are on task. Good to discuss
the detailed enlarged head they do need to keep the limitations of the end project in mind in their designs
perhaps this could be clearer (probably from me).
Nice farewell good to have closure.

Year 11 Music
Thank you for assisting the students with their compositions today. As you would have seen, often the
busiest lessons are the ones in which individual students are working on their assessment (or general class
activities) and your job is to ensure they are all on task and progressing well. It is great to have someone else
in the room to assist with this task, as the ratio of 1 to 20+ is tough going! As a general note on this in terms
of professional practice, I would encourage you to always be thinking of class time as student time
sometimes I hear students talking about teachers marking in class, or occupied with other work, whilst
students are engaged in their work this is your best, and often only, opportunity to provide individual
assistance to students and I think it is very remiss if teachers do not take advantage of this opportunity.
There will be the odd occasion in your teaching future when it may be appropriate to take other work to class
however these opportunities should be few and far between!

Year 8M
An ok start to the lesson. Good to see you using names to prompt behaviour correction so much easier
when you know them! It felt like the Jenny Orchard concepts were a little rushed through perhaps
allowing them to dictate the pace of the lesson due to their chatting? Keep working on requiring silent
attention (commanding voice, 321, names on board, etc) it will make these sections of the lesson much
easier. Using the scaffolding for the creation of their creature worked well nice to see some of the
environmental ideas embedded in their art work.
Good to follow up with Anisha important to follow through. Good. A lunchtime or bucket even?
Yay finished with Year 8s! Well done you survived.

Practical Assessment 2

2/8
Good relationships evident with students on this teaching day essentially wrapping up tasks. Well done.
Good to see the comfortable interactions with the students that will assist you as they begin their next
learning phase. I will try to step back more you are in charge on Wednesdays - the students need to go to
you and you need to manage the lesson process on your own from now.

3/8 - Year 12 Music Period 2

A well-thought out lesson based on discovery learning techniques that are really making the students think.
Good approach at this point in the unit. Great choice of music (Tehillim Part 1, Reich) and the worksheet
is thoughtful and well-constructed. Well done I will certainly add this one to my own teaching repertoire!
Probably stand up when delivering powerpoint information to students to add focus. Think more carefully
about powerpoint presentation, ie size of font. Probably would be good to know the meaning of the Hebrew
text to add to the meaning of the music? Question 5 needed a bit more scaffolding. Different trains another
great example, and very relevant and interesting inspiration for the students compositions. Love the final
question on the worksheet.

4/8 Year 10 Music Period 4/5

Nice to start with a listening example to engage their interest. Good to immerse in musical listening.

Dont forget to ask them the questions to see what they know, before you change the slide, ie, What is
Opera. Remember focus on what the students are doing ensure that is underpinning your lesson planning
ideas. Some interesting information and clips, but as you were concerned about dont labour over
information dissemination focus on student activity.

If asking them to take notes, pre-empt that earlier and also highlight key points you want them to note down.
Consider cute contemporary connections ie the pasta sauce ad (Rigoletto?) to help them connect with the
music. Querying order of events if they are doing an aural, then why give them the melody in the handout
first? Play the song first I would suggest then do the aural then handout the information. Think a bit
more carefully about sequencing in your lesson. (Worked it out!!) Big screen the clips where possible much
better visual. Also make sure you tell the story of the specific clip to help engage them in the example.
hard for them to understand the libretto. Aural activity was good to do consider how to extend those
students who finish it quickly ie moving to the melodic component. Keep moving around the class to see
how they are progressing.

Word setting task needs a little more clarity in introduction (clearly have the purpose/WALT for this task
expressed). Sorry to interject in class just felt a little confused as to purpose. You did clarify at the end
but I think you needed to frame it more clearly at the start.

Good review in closure.

Year 12 Music Studies Period 6

Great clip to start (incredibly nervous man X factor) very inspiring. Amazing how seeing nerves makes
the audience feel nervous too.

Good tips in the powerpoint. Nice work.

Check out - Ted talk power pose very interesting for building confidence.

16/8 Dance Elements 8A and 8M

Apologies word crashed and did not save my detailed observations!

Generally good focus and student engagement evident. Elements well covered nice to see the students
feeling confident to participate in the discussion because they had the element definitions in front of them.
Positive relationships with students evident good to know names helps such a lot with managing
behaviour wandering around the room effectively to ensure students are on task. Good to see you aware of
the class dynamic and move the disengaged boys in 8M down the front. Beware of overuse of the word ok
when explaining concepts (more in 8A perhaps because more familiar with content in second lesson?)
Nice to see you adding in your own ideas and resources into lesson plans cool example very musical and
inspiring re. the connection between music and choreography. A lot of work in the power-point not used ie
the elements? Not really needed I guess but seems like a waste of your effort!
Good work started by the dance groups an effective lesson for both classes.

Year 10
Good ideas for scaffolding composition add structure (important for organising their ideas), and bar lines
for chord progression, and give them time in pairs to share ideas and start thinking.
Chords good to refresh, but when introducing a new chords (diminished 7ths) make sure you play them
the aural experience of music is obviously essential in their understanding.

Year 8
8A - Settled reasonably at the start, though keep moving them quickly through the worksheet to avoid the
chatting. I would probably start with a clip of some partner dancing to engage them in the topic first then
move into the worksheet. Keep thinking about sequencing particularly as the resources are given to you
think about how to use them effectively and create a smooth lesson flow.
Check the dance sequences for appropriate moves! I always use a Jerry Lewis jitterbug example.. sorry
should have mentioned that!
Why sit them down before theyve all tried the jive footwork? To think about hard to see the steps when
everyone is standing sit and watch and then try altogether. But if you are getting them all to stand then
get them to move.
Go through questions with them a little more (ie the Latin countries chance to use general knowledge) and
think about your order of clips show an example of cha cha before going through the steps so they know
what they are working towards. Are they going to try the dance? (Preload clips to avoid internet issues.)
Good to see you joining in with the Nutbush the kids really enjoy your participation, and it is the best way
to encourage theirs. Try to join in with the Macarena in 8M, and also do a bit of preparation for feeling the
beat with just simple feet and hip movement.
8M more organised and focussed through the worksheet initially. Worked better clips were played in a
better order. Keep focus on the questions all together - keep moving through the questions read them
aloud so that they know what they are focussing on ie slide 3 got a little distracted. You need to keep the
questions moving so they have no time to chat and so they have something to focus upon. At some level you
cant expect them not to talk if they have nothing to be engaged in.
Practical activities worked well fun lessons all in all. J The challenge will be how to engage those few
reluctant students.

Monday 11/9
Period 1 & 2 - Year 10 Music
Good revision of 7th chords its good to see you highlighting the different ways they can work out the
chords giving them options is good. They do seem to be getting it overall well done.
Good work taking on feedback in lesson planning. I do think the questioning techniques help to engage them
a little more - more active learning is evident and they are discovering the features of the style with the
focussed questions.
Good movement around the room to ensure students are responding individually to the questions helps
keep them on task if they know you are watching! You have a good rapport with the students nice to see.
Prac component of the lesson was good fun, but also gave them an insight into the idea of collective
improvisation.
As discussed, your could do some related aural activities with them tomorrow . Or really choose your own
adventure since it is your last lesson with them!

8/9 Period 4/5 Year 10 Jazz

Covering a lot of ground with both 7th chords and Dixieland, but good opportunities for the students to
practise some skills with the 7th chords. Introduction to the lesson worked well.

I think the introduction to Dixieland, which was ok, could be improved with more formal questioning
encouraging students to really listen and work out stylistic features ie What is the tempo? Which instruments
do you hear? What is the texture created by the soloists? Describe the improvisation style? Etc. You have
a tendency to just give them too much information straight up on your powerpoint which doesnt always
encourage their active involvement and learning. Think discovery learning techniques a little more. Or at
the very least get them to take notes on the key features of the style from your powerpoint think what are
they doing?.

Important to scaffold the guided prac - Ensure they all have the blues scale before they move into groups!

Since we didnt get to hear these performances at the end of the lesson I think Mondays lesson could
continue on with this practical activity for a bit what do you think? Maybe start with a few tips for
improvising. And also make sure they take some notes on Dixieland Jazz. We should also give them their
performance assessment tasksheet so they can start thinking about that for next term I will have that
organised for you to give them on Mondays lesson.

30-8 Period 1 Year 10 Intro to jazz

Brainstorming on the board was great they got so many ideas down! Its good to see how much they do
already know. A lovely start and overview then good work in your intro by stating your specific objective
for the lesson of improvisation pulling it out of the group brainstorm worked well.
Stay focussed on one direction perhaps jumping a little between chord progression and back to song
though worked ok in the end. I would get them to work out the scale by listening however it worked well.
Youtube clip was a very helpful resource. (Double check - I dont think the minor pentatonic has a flattened
5th thats the addition for the blues scale.)

1/9 Period 4/5 Year 10 Jazz

Good review of concepts from Wednesday ensure you go through the answers (ie key and chords, and scale
Id put it on the board) fairly quickly all together to ensure the confused students get clarity quickly.
Before you listen to the song would be my suggestion otherwise how do you know they have got the
information? Did cover it during the song so that is good. Suggest notating the scale on the stave on the
board and highlighting the b3, b5 and b7.
Prompt questions for the listening task are good.
Stanza is three lines a line is not a stanza just ensure you are clear with terminology.
I would query your statement that the V7 chord doesnt resolve I think the purpose of a V7 chord is to have
stronger resolution and pull towards the tonic. Take care. Certainly it adds colour and emotion to the music.
Put the D blues, ie 12 bar progression and blues scale on the board to make sure they all have it before their
prac.
Prac went well students engaged and enjoying the blues. Did notice that some of the boys werent clear
about which chords to play though make sure that is super clear before they move into prac groups. Fun
way to introduce improvisation.

23/8 Dance Elements continued 8 A and 8M

Interesting selection of dance clips to stimulate ideas. Consider also starting the lesson off with a brief
review of the elements particularly 8M who have only had one guided lesson on the elements. Simple
questions and answers at the start would suffice, but would be a good refresher and give you a chance to
clearly articulate the WALT of the lesson - important.
8M were a little chatty, but it does mostly seem to be on the topic and they do seem to be completing the
worksheet, even the usually unmotivated students! You are using a more commanding voice which is good
good to insist on more silence at times, but also good that you are not slowing the lesson down too much by
waiting for absolute silence. You are moving the lessons along effectively those youtube clips are great for
getting their attention! Try to keep a bit more of an eye on the time, as they are still on the first task half-way
through the second period (8M) I sense a restlessness starting, respond to that and move onto prac probably
a little quicker. (And then you comment on that very thing!)
Good - Point out next week how precise the dance moves are controlled arms, hands and legs important
to control their whole body.
Please ensure you send me a copy of resources in advance of the lessons (if only so I can add them to my
own files J). We seem to be getting a little lax with the submission of lesson plans which I understand
given the nature of some of the classes, but I do think it is probably still important (particularly for the
sequencing of ideas) to have formal lesson plans for some of these more content driven classes. Your
development and sourcing of resources is progressing well good to see more independence of ideas.

16/8 Dance Elements 8A and 8M

Apologies word crashed and did not save my detailed observations!
Generally good focus and student engagement evident. Elements well covered nice to see the students
feeling confident to participate in the discussion because they had the element definitions in front of them.
Positive relationships with students evident good to know names helps such a lot with managing
behaviour wandering around the room effectively to ensure students are on task. Good to see you aware of
the class dynamic and move the disengaged boys in 8M down the front. Beware of overuse of the word ok
when explaining concepts (more in 8A perhaps because more familiar with content in second lesson?)
Nice to see you adding in your own ideas and resources into lesson plans cool example very musical and
inspiring re. the connection between music and choreography. A lot of work in the power-point not used ie
the elements? Not really needed I guess but seems like a waste of your effort!
Good work started by the dance groups an effective lesson for both classes.