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    Mosiman Observation2 8 16

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    The teacher led a chorus warm up and rehearsal. Students worked on vocal exercises, solfege, and two pieces of music. The teacher demonstrated techniques, had student groups model parts, and gave feedback to help students improve their pitch, diction, and understanding of the music. Questions were asked throughout to check student learning and engagement with the material. Upcoming concerts were also referenced.

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    Mosiman Observation2 8 16

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    32 views2 pages
    The teacher led a chorus warm up and rehearsal. Students worked on vocal exercises, solfege, and two pieces of music. The teacher demonstrated techniques, had student groups model parts, and gave feedback to help students improve their pitch, diction, and understanding of the music. Questions were asked throughout to check student learning and engagement with the material. Upcoming concerts were also referenced.

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    mosiman observation2 8 16

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    The teacher led a chorus warm up and rehearsal. Students worked on vocal exercises, solfege, and two pieces of music. The teacher demonstrated techniques, had student groups model parts, and gave feedback to help students improve their pitch, diction, and understanding of the music. Questions were asked throughout to check student learning and engagement with the material. Upcoming concerts were also referenced.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    32 views2 pages

    Mosiman Observation2 8 16

    Uploaded by

    api-249701470
    The teacher led a chorus warm up and rehearsal. Students worked on vocal exercises, solfege, and two pieces of music. The teacher demonstrated techniques, had student groups model parts, and gave feedback to help students improve their pitch, diction, and understanding of the music. Questions were asked throughout to check student learning and engagement with the material. Upcoming concerts were also referenced.

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    You are on page 1of 2

    K Mosiman: Block 2 - 2/8/16

    TIME
    9:27

    NOTES
    Teacher playing warmup Ss still talking about
    Superbowl halftime show. Bringing it back in 5, 4.
    Teacher playing piano for warmup Why do we do lip
    trills..
    Teacher demonstrating as well Separate your back
    teeth
    One student in chari not participating

    9:32

    How much air do you usually use when you do this?


    How much air do you usually use when you do this?
    Can you try to get a thumbs up?
    Throw a dart to center the pitch
    Create a warm up for the class sections group up.
    Directions given
    1 more minute prompt given
    Must have melody, physical motion --

    9:36

    9:45

    9:49

    Does she usually come with an associate? Could she


    participate at the same level?

    What are you wanting students to learn from this


    exercise?
    Do students understand why these items are
    connected?

    Ss seem to be more centered on pitch when you are


    not playing why do you think that is?
    Did all groups model their warmup if not why not?

    Remembering what.
    Solfege warmups intervals
    Student leaving with a peer to get more water -Beginning first piece
    Stopped Ss to share reflections with them and ask
    questions about what they heard and how to improve.
    Ss are able to answer the questions for the most part -That was better with intonation
    What are we singing about
    Would someone be able to share what that means to
    them on a more personal level..
    how can we show that through music

    9:54

    What happens here at the top of this page..

    9:58

    New piece started


    Sopranos sining other sections whispering text
    Working on text and notes
    Notes on solfege Ss struggling with pitches
    girls you know this.we did this on Friday

    10:03
    10:03

    Ss responding nicely

    Teacher roving around room checking in with groups.


    Soprano I going first jumping octaves
    Students demonstrating in front of group
    Lots of different vowels in this phrase
    Ss modeling it for the group
    This warmup has a lot of different vowels which of
    the vowels do we need to focus on ? You are all so
    smart
    Can you model it for us.
    what is this helping us do

    9:41
    9:44

    QUESTIONS/COMMENTS

    Sections on solfege and then put together as group


    Altos measure 18

    With a concert in a week or so are the pieces where


    you had hoped they would be?

    When Ss dont remember- what can we do to


    engage the brain at a higher level to re-engage prior
    learning?

    10:09

    Second half coming in..

    How does the size of the group change how you plan
    for instruction?
    Be thinking about the plan for the day --- and ask
    yourself Why did I choose to do this? What is the
    intended outcome and did the plan help achieve that?

    When we meet for the post-conference have


    reflected on the questions posed in this table and
    below. Also, come to the conference with the rubrics
    marked for where you have assessed yourself in each
    component.
    Take a look at the Components in your Danielson book as you reflect on levels of performance during this lesson. Also,
    please reflect on the Danielson rubrics and bring them with you to the post-conference.
    1. Component 1c: Do you believe the students could verbalize what the intended outcomes were for today?
    2. Component 1f: What data did you collect today that will help you plan for tomorrow?
    3. Component 3b: What planning goes into questioning? Feedback? Discussion? How can this help us achieve the
    intended learning target?
    4. Component 4c: How have you communicated to parents dates for concerts coming up? Learning targets? Would
    families be able to know where to get needed information if they need it?

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