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MUED 271

Field Experience Observation Form

Date:November 14th

Location Thomas Harrison Middle School:

Time: 2:30

Teacher: ​Ms. Kasiske

What was/were the objective(s) of this lesson?

● To play violin or viola with correct technique.
● To play in a round
● To tune a viola or violin
● Play a melody individually
● Clap a rhythm
● Play a D major scale
What National Standards (6th grade)

Anchor standard one

a Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that
convey expressive intent.
Anchor standard six
a Perform the music with technical accuracy to convey the creator’s intent.

What Virginia Standard(s) of Learning for Music do you think was/were addressed in this
MIB.1 The student will echo, read, and notate music, including 1. identifying, defining, and using
basic standard notation for pitch, rhythm, meter, articulation, dynamics, and other elements of
MIB.2 The student will echo, read, and perform rhythms and rhythmic patterns, including whole
notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, and
corresponding rests. MIB.3 The student will identify and demonstrate half-step and whole-step
patterns. MIB.4 The student will identify, read, and perform music in simple meters ( , , , C).
MIB.5 The student will identify and notate key signatures of scales and literature being
performed. MIB.6 The student will read, notate, and perform scales, including
2. string student—one-octave ascending and descending G and D major scales and a D
harmonic minor scale.
MIB.11 The student will demonstrate proper instrumental techniques, including 1. finger/slide
placement, using finger/slide patterns and fingerings/positions; 2. matching pitches and
beginning to make adjustments to facilitate correct intonation; 3. production of tones that are
clear, free of tension, and sustained;
5. string student—proper bow placement, weight, angle, and speed; contrasting articulations
(pizzicato, legato, staccato, two-note slurs);
MIB.12 The student will demonstrate ensemble skills at a beginning level, including 1. balancing
instrumental timbres; 2. making adjustments to facilitate correct intonation; 3. matching dynamic
levels and playing style; 4. responding to conducting patterns and gestures; and 5. maintaining
a steady beat at various tempos in the music literature being studied.

How did the teacher accomplish her/his objectives?

​Ms. Kasiske had them tune all together to one student. They tuned on their A, D, and G strings.
They played their D scale all together, and then in a round in three parts, which made them
focus more on intonation and tuning. Several students would stop playing for a moment to tune.
Ms. Kasiske encouraged a lot of tuning throughout the lesson. Ms. Kasiske played rhythms on
onenote and the student copied, then she played some melodic lines and told them all they had
to focus on was the rhythm, but they could try and get the correct notes as well. All of the
student tried to get the right notes as well as the rhythm. They played several rounds with
scales and melodies out of their book. Ms. Kasiske asked the kids to play individually and most
of them did. They clapped the rhythm of their songs. They took a break to stretch.

How did the teacher assess individual students understanding?

Ms. Kasiske assessed individual student learning most obviously by listening to students play a
melody alone. The rhythm of the melody was hard for most of the student to play, so some of
them got it right and most of them got it wrong. She also mentioned something about a practice
log that they had to turn in at the end of the week. She addressed each student by name at
some point in the lesson, and asked them to demonstrate something, or praised them for doing
a good job.

What does the teacher do that seems to help student learning in this classroom?
I thought that the break to stretch was really great for the kids. It’s hard to sit and concentrate for
an hour. It helped them to bring back their focus. Whenever she wanted them to pay attention to
her, she would put her bow on her head like a horn, which worked well. Some of the kids were
so focused on playing that it took several seconds for them to realize everyone else had
stopped playing and that they were the only one that was still making sound. Ms. Kasiske
seemed to have a really great ear for tuning, and so she was really helpful with tuning the
instruments and didn’t need an electronic tuner. That seemed to save a lot of time, and all of the
kids were learning to tune by ear. I also liked that Ms. Kasiske had all of the melodies
memorized so she could be in the center of the class and help conduct through her playing. In
general, she had lots of energy and was very supportive and create a calm and happy
atmosphere which I think helped the kids to be able to experiment.

What does the teacher do that seems to hinder student learning in the classroom?
At one point she commented on how most kids shoes were very similar, which really derailed
her class. It was supposed to be a quick observation so that the kids could have a break but it
turned into a long discussion about people's shoes that was really hard to come back from.