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MUED 271 Field Experience Observation Form

Date: 11/14
Location: Skyline Middle School
Time: 8:58am
Teacher: Ms. Ellen Kasiske

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

The objectives of the lesson included reviewing repertoire for an upcoming concert,
playing scales, and tuning to each others instruments. Students clearly knew the routine
of the objectives, and immediately pulled out their instruments and began to tune.

What National Standard(s) do you think was/were addressed in this lesson? (Please be specific
(e.g., Anchor Standard 4: Analyze, interpret, and select artistic work for presentation).)
The National Anchor Standards that I think were addressed in this lesson include anchor
standard #5, and #7. The fifth Anchor Standard includes defining and refining artistic
techniques and work for presentation, and the seventh Anchor Standard includes
perceiving and analyzing artistic work. The activity that achieved these standards was
reviewing, and revising the classes repertoire in a specific, direct way, while also
remaining a calm environment.

What Virginia Standard(s) of Learning for Music do you think was/were addressed in this
lesson? (Again, please be specific (e.g., K.6: The student will demonstrate a steady beat, using
body percussion, instruments, and voice).)
The Virginia Standards of Learning for Music that were very present during this class
include MIB.10, MIB.11 and MIB.14. MIB.10 states that the students demonstrate
preparatory instrument basics including caring for the instrument, and identifying parts of
the instrument. In the beginning of class, the students carefully took our their
instruments, and remained respectful of the instruments throughout the class. The
students also beautifully displayed standard MIB.11, which says students should have
proper bow placement, contrasting articulations, and correct finger placements. Lastly,
MIB. 14 discussed the students ability to use articulations, dynamic contrasts, and

How did the teacher accomplish her/his objectives?

Although I did not see it occur, I believe the teacher must have explained and reviewed
proper bowing and posture technique because the student’s held their instruments in a
beautiful, correct manner, and showed respect for the instrument throughout the class
period. She also made sure everyone was listening to directions, which resulted in her
only having to give directions once. Throughout the scales part of the class, the teacher
made sure the tempo was comfortable for everyone, and then pushed it slightly for a
challenge. The smooth adjustment of tempo did not throw off any of the students, as
they kept playing fluently!
How did the teacher assess individual students’ understanding?
As the students played through songs they had been learning, the teacher walked
around, giving pointers to any students who seemed to be struggling, or had questions.
During this time she also observed class behavior and focus. While the class played the
scales, she would occasionally walk closer to the individual instruments to ensure they
were playing at the same speed, and in the same key as their classmates.

What does the teacher do that seems to help student learning in this classroom?
The teacher remained enthusiastic, and focused throughout the class. Although the
particular class I observed did not have any fun and innovative activities, the teacher
would call out 2 random sections, who by the looks on the student’s faces, do not usually
play together. This kept the students engaged and interested, while also teaching them
to hear different parts than their used to, and tuning to new instruments.

What does the teacher do that seems to hinder student learning in the classroom?
The teacher, although very engaged with the students, seemed to do the same lesson
plan everyday, as the students were uninterested and oftentimes bored. The teacher
also asked a small group of students to play multiple times in a row, while other students
sat and watched. Having students, particularly at this age, sit still and do nothing, proved
to be ineffective, as those students were unable to complete their silent task as others
played for the teacher in small groups.

What do students do that seems to help their learning in the classroom?

The students displayed a strong knowledge in how to follow the conductor, tune to each
others instruments, and overall, how to play their string instruments. One student even
began counting and yelling out measure numbers when his section got lost. Their
undivided attention while playing was remarkable, and it is evident that these students
practice outside of school, and the teacher has fostered a love of music in each of them.

What do students do that seems to hinder their learning in the classroom?

Some student’s continuously walked around the classroom, distracting classmates as
well as taking time away from the class period to be reprimanded for their lack of focus.
Students were either discussing matters unrelated to the class, or listening on in their
classmate’s unfocused conversations. If the student’s focus could have been stronger, I
believe they would have been able to accomplish more within the class period.

What action(s) on the part of the teacher do you think would improve student learning in this
The teacher could have introduced fun, engaging new activities for her students, to keep
them actively participating the entire time. The students were clearly used to the routine
of the classroom, and although consistency is important, the students were bored and
operating purely on “auto”.
What action(s) on the part of the students do you think would improve student learning in this
The students also have the ability to challenge themselves in new ways within the
classroom, even when the teacher is not. To refrain from being bored, the students could
try playing other parts, or try adding dynamics to their existing parts. This would allow
the class to run smoothly and allow students who may be struggling the time to really
focus, and ask help if needed.

What other comments/observations do you have?

Overall, the class ran smoothly, the students had respect for the teacher, and a wide
knowledge of their string instrument. One thing I noticed within the classroom that was
not apart of the lesson, but simply the environment, included posters of old white male
composers, that Amy discussed when visiting our class. Although I know there was no
intention to disclude or offend any students, it should still be noted that a student of
another culture or race may see the array of gender and race specific posters and create
a stigma of what a good musician is.