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December 4, 2018
piano accompanying the students for their choreographed show numbers that they perform
on the second half of their concert. However, I was able to lead the ensembles in warm-ups,
I started warm-ups with the mind game of “mirror me” where you tap out patterns on your
head, shoulder, thighs, incorporating snaps and vocal sirens within the patterns. The
students had never done this before, and as a result they were very focused on what was
going on. However, a few students took this opportunity to talk about how “hard it was” or
how “confused they were.” I ignored these students, as the reasoning behind these
complaints was their lack of desire to participate. They were not on board with the rest of
the class at the beginning, so they did not fully participate later on. I would like to figure out
how to better gather the attention of every student in the classroom to ensure that we are all
The sopranos in our choir are struggling with finding a tall space to sing with, aka singing
with a raised soft palate. I incorporate warm-ups to combat this such as singing on [a] and
[u] and going from [u] to [a], and they seem to help. However, when we went to a tuning
exercise, they tended to lose this space. I hope to more accurately relate these activities
together in a way that every student understands the concepts and can implement them in
I have so enjoyed working with the high school here at Fike and I cannot wait to come back
in February and to learn more about myself as a teacher. Mrs. Sherrod is giving me the
opportunity to teach and conduct the newly formed treble ensemble next semester. We
picked out the repertoire (Jubilate Deo by Peter Angela and Under the Willow arr. by Susan
LaBarr) and I am really excited to teach this to our sopranos and altos.