Nandzy Marcelin A.

Pr. Schmidt
Intro to Music Ed.
The Program Setting

Professor Sherker
Second Grade Class
Advanced

The classroom set up was very tight, and filled with chairs that faced the front of the class. The walls were
completely covered with posters of famous musicians, composers, vocabulary, names, and etc. there was
a full drum set in front of the class, as well as a piano. The classroom board was on the right wall side.
The Human, Social Environment
This second grade class was quite interesting simply because a third of the class did not speak English.
Instead the students only spoke Spanish. So cleverly enough, professor Sherker had students who spoke
both languages be a personal translator/buddy with a specific peer. I truly liked this method a lot because
the professor treats the students like mini adult. He does this by giving them responsibilities that they can
handle, and more importantly that they enjoy. So the relationship between student and faculty is
respectful and fun.
Program Activities and Participant Behaviors
One thing that was clear at the very beginning was Professor Sherkers teaching style- completely
different from Professor Benedict. Nonetheless, the interesting part was how it still accomplished the
classroom goal. He was already introducing vocabulary, theory, names of composers to a second grade
class; meanwhile, Professor Benedict doesnt believe in introducing anything of that material till almost
the very end of the year. Another method he uses is he takes time when giving instructions. He believes
once students have a proper understanding of what it is he is asking, they will perform it better. Again,
unlike Professor Benedict who takes little to no time at all when giving instructions, she believes that the
transitions must be quick and concise. Nevertheless, what captured my attention was how engaged
students were regardless of how boring the lesson was, and I believe that was the secret magic ingredient
that Professor Sherker possessed. One thing I did not agree with was with his rewarding method. In
most cases they were public and directed at one student at a time. I do not agree with the spotlight method
simply because it usually adds insecurity and doubt in students to the point where they no longer want to
try.
Informal Interactions and Unplanned Activities/ Non Verbal Communication
When instruction was not given students were usually on point completing their assignments. There was
no true chaos that could not be controlled.
Noting What Did Not Happen
(Mentioned in programs and activities).