Sydney Seed

MUED 373

Peer Teaching Reflection

I followed my lesson plan and accomplished what I set out to do. My peers

taught the various functions of our piece (baseline, harmony, melody, and improvisation

within the harmonic structures of the song), and I put them together while assessing the

students’ abilities to play the different parts. However, in reviewing my video I realize I

have a lack of awareness for what my body is doing. I need to cut the childish tics, and

practice moving with intent.

I like that I prepared small posters for the various parts. It was extremely helpful

to have visual aids so I could lead part changes without speaking. It increased cohesion

because it was strictly music without vocalizations, and also because my peers had more

processing time to anticipate what part they would be transitioning to.

I also like that I rode on the ability levels of my peers by letting them maintain

their own pulse as oppose to me conducting them. They did not need me to keep time, so

instead of conducting for the sake of imposing control, I allowed them to keep time

which created a more informal feel, and freed up my hands to lead part changes.

However, I should have thought more about how I wanted to start them in my lesson

planning. The initiation of the piece was extremely vague (the second initiation was

significantly more appropriate and effective). I should have conducted a full bar, and

then made sweeping hand circles in time (indicating a continuation without me) as

oppose to taking a breath with jerky and fast arm motions.

 I fidgeted throughout my teaching. I was constantly shifting my weight, touching

my hair, or indicating pulse in my head, arms, or legs. If I were in my peers’ positions

watching my leadership, I would have thought I was dictating time in the middle section

of my teaching, but that was not my intention. I was unconsciously bopping to the music.

Meanwhile, my face looked solemn. All of the above are behaviors I need to improve. I

need to develop a still and confident posture, and eliminate the childish dancing, and

meek presence. I also need my face to express that I am enjoying the experience, and

encourage my students with feedback – both physically through body language, and

verbally.

I did not use the feedback loop, and initially thought therefore I failed at

delivering appropriate feedback. However, after watching the video again I realized I did

give feedback, it was simply different because I was not rehearsing anything. It was not

my goal to improve their ability to play the parts, it was my goal to assess what they

could do so in a hypothetical next lesson I could isolate what needed to be improved and

rehearse those aspects of the music.

Overall I was pleased with the execution of my lesson plan, but startled by my

presence. Typically I am more assertive, but I also normally talk too much. I seem to

have substituted access verbiage with physical body motion. While I am pleased with

how effectively I communicated, and with very few words, I now need to work on being

still.