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Student Progress
At first, it was hard to monitor progress with this lesson because it was lecture based. Based on
the individuals that gave feedback, they were getting a better handle on it, but that does not
necessarily mean that the whole class is. The students were growing restless which can either
translate to they have an understanding of the concept or they are bored. During the lesson, I
interpreted that antsiness as understanding, but after watching the video, I can see that they are
bored. However, after playing the inharmonic exercises in the book and hearing the note
accuracy, I do think the concept clicked. It took them applying the concept for them to really
understand what inharmonics really mean.
Student Progress
Every time I isolated a part of anything, it always improved the second time they played it. This
means that often times, they just need clarification or practice on whatever passage or activity we
are doing. This was first evident in the Brain Game. After we did it once, they had a better
understanding of how it was supposed to sound. When we started into the actual piece, the parts
that we isolated immediately improved. At the beginning, the flutes and trumpets were
struggling to place their entrance on the “and” of beat four, but after we looped just that beat,
they were nailing it. The same theme carried over to the saxophones after isolating their
entrance on the “and” of beat 3. This class was also the first time I was able to work with both
euphonium soloists, so after we were able to isolate just the solos and their entrances, they
played with more confidence. Another example of progress led by clarification is when I worked
with the tiered woodwind entrances, I just had to explain to them how they were supposed to
work, and they took that information and ran with it. It has been so much more solid since I just
took the time to explain to them how the tiers happened.
Student Progress
In this particular lesson, I really just had individual conversations with the students. We were
able to have a conversation about an example which allowed them to ask their questions and feel
comfortable learning and reviewing the material. I could monitor their progress by observing
how much time it took them to give answers. I was also able to see when they were guessing
and when they actually knew the answer. This was especially apparent when we were discussing
what the dots following notes meant. I was able to break down the lesson, and they all had a
major “ah-ha” moment which was exciting for myself as well as all of them.