Standard #1

Standard 1: The teacher of PK-12 music has skills in pedagogy (planning, delivering instruction, and assessment) for vocal, instrumental, and general music.

Standard 1 Essay

Standard one is very important because if I am not proficient with my skill on instruments, voice, and general music then there will be no way that I will be able to teach these skills to my students. I will be able to guide my students to higher learning about music and voice/instruments, because some of the skills that I have include conducting University Band. University Band is the ensemble where majors play secondary instruments, so since I have conducted University Band I have experience leading and ensemble where the students do not have very much experience on their instruments, as well as get experience playing secondary instruments. I also got very valuable podium time during my time as a student conductor, and learned about the common problems that people have when they are unfamiliar with their instrument. I have also completed my recital where I picked the repertoire, so I have experience selecting appropriate music for a situation. I have also participated in a variety of instrumental ensembles. In my time at Kansas State I have played trumpet in Wind Ensemble which is the highest wind ensemble. I have also played trumpet in The Concert Jazz Ensemble which is the top big band Jazz ensemble on campus. I have also participated in Collegiate Chorale, which is one of the audition choirs. I have a lot of different experiences that have all led me to being a well-rounded musician, and that is important for my students so that I can show them as many paths as possible. This last summer I also helped with the Goddard High School Marching Band Camp, where I got a lot of good experience working with high school students.

One thing that is very important to me when I am teaching is singing, even for instrumentalists, because if the students cannot internally hear a pitch then they are going to be shooting in the dark at the right note. So it is very important to me that in the early stages of the learning process to do singing of the parts. I also think that it is very important to let students share their thoughts on what the musical ideas should be, and let there be open discussion about the music and key decisions about the music. Since music is a form of communication it makes very shallow music if the conversation between teacher and ensemble is one way. I also think that it is important to get students feedback on the repertoire that we are playing as well as get their feedback on future literature, because it is their band, and they might not want to play the music that I want to play. I also want to teach them the basics of music theory and aural skills, so that the students can have a deeper understanding of the music. I think that it is very important that the students learn how to play their selected instrument as well as be able to sing and form individual ideas of music. It is important that I teach this concept to my students so that they become well rounded and complete musicians.

Artifacts and Rationales

  • Things that went well.
    • I was effective at rehearsing the musical aspects once the notes were solid.
    • I was effective at giving them ideas to help think through some of the sections that have more ambiguous tonal centers.
    • I was effective at keeping the pace moving so that they did not check out, or be a distraction to others.
    • I adapted really well to what they needed.
    • I did a really good job, taking their feedback on what they felt they were struggling with and combining it with what I knew they were struggling with, and making sure to address both aspects
  • Things that need improvement
    • I need to think in the mindset of a vocalist and what information they need to be given.
    • I could have paid closer attention to the clock, and my timings, because I held them a little too long
    • My piano skills are rusty, and in need of being brushed up
    • I should have come up with more strategies to help them learn the notes around square 2
    • In my preparation it would have helped for me to think like a vocalist, because when I look at music I always tend to think instrumental, and they are night and day. A lot of the problems I identified in my preparation were what I expected, but there were some things that I hadn’t anticipated and it threw me for a loop, and caused me to react on the spot.
  • What we accomplished.
    • We accomplished a very solid review of square 9-13
      • We started out by checking the notes that were not quite right.
      • We then went and discussed ending the notes together, and subdividing while you are singing
      • We did a rep where we made sure we were doing the above as well as dynamics.
      • We then did some recordings.
    • We worked on the beginning to shortly after square 3
      • We started at the beginning and tackled the first phrase.
      • We got a couple of reps of the first phrase paying attention to cut offs (still needs work) and working on slotting the low E.
      • We then moved on to the next phrase were we paid attention to cut offs (still needs work), and we also payed attention to C at the end because it was throwing them for a loop because it doesn’t fit the pattern that they were singing.
      • Square 2-3 is a problem spot (singing with the whole choir helped alleviate this, but there was a lot of confusion around this phrase.) We got some reps where we worked on this going note by note with the piano to help get this phrase in their ear.
    • What do the students need to work on that we worked on today.
      • We ran out of time before we hit the last four notes of page nine, so that might be a spot to take a look at in sectionals.
      • More reps with square 2-3, so that can be super solid
      • A critical thing that is not happening is the inconsistent ends of notes that are not on the beat.
      • Just a quick review of the beginning to help them cement what we worked on in sectionals
      • Dynamics and musicality is something that needs improvement, especially in the sections where the notes are a struggle.

 

Rationale. The standard says that a teacher needs to have skills in both vocal and instrumental pedagogy, so this is a reflection of a bass sectional I lead for Collegiate chorale (choir). This shows that even though my primary focus is instrumental I have skills in working with vocalists, and leading rehearsal with them. When I was leading this sectional it was interesting to see the difference between vocal and instrumental as well as the similarities. One of the things that I did during this was give them help with hearing the notes. To do this I used the piano as well as also pointed out specific times where they were struggling with the interval so we discussed a common song that featured that interval. We spent a lot of time working on hearing the part in their inner ear. It is important to do that with instrumentalist but it is crucial that vocalists can hear their part so they can sing it.

#2

Objectives: The ensemble will play through the music with an emphasis on improving note accuracy, style of the piece, balance, and blend.

Rehearsal until concert-1

Time- 18:00 Description
4:00 “Welcome, Hope everyone is doing well. Preston could you give everyone a Concert F. Thank you, now let’s start with movement one”

 

First movement

·         We are going to start at the beginning.

·         I will let them play through the A+B sections

·         We will fix any parts that aren’t quite right

·         We will play it again

·         I will give feedback about style, and fix any notes

·         We will sing it.

·         I will tell them to keep it light, because it is a basse dance

·         Then we will play it again

·         I will make sure the trumpets(who are now down an octave) are coming out

·         If they are being buried I will address the place that is happening.

 
7:00 “Move on to Movement 2” I am looking to make sure that they pass the melody properly play with proper style, and get the last notes that they are missing.

·         Tell ensemble to cut repeats at 20 and 29. Always take second ending

·         We will start at the beginning with solo horn.

·         I will address where the drone is breathing if needed. I think the solo horn will be fine.

·         We will start at the beginning again, and play through.

·         We will get at least to 30.

·         I want to make sure trumpet is coming through.

·         We will then start at 30.

·         When I stop them I want to make sure the style is correct, and that they are passing the melody correctly

·         We will then sing measure 30 to 61, the goal is correct style and passing the melody.

·         We will go back to 30 and play it to the end

·         I will give feedback if needed.
7:00 We will move to movement three.

·         We will start at the beginning.

·         I will let them play to measure 16.

·         I will address the dynamic shift, and the style.

·         I will say this is a pavane. This is the part of the ball where all the women are walking out to show off the elegance of their dresses.

·         We will sing those two sections

·         I will ask if they were the prettiest girl at the ball.

·         We will play it and I will let them go on.

·         I want to make sure that they are playing the right parts and using appropriate dynamics

·         We will sing the section.

·         Then we will play that section both times, and play on

·         We will get to the end

·         I want to go back to  25 now, and sing that section

·         I will ask them if they are portraying the music as grand.

·         We will play it.

·         I will tell them to make sure the staccato vs. accent is correct.

·         We will run 25 to the end.

Assessment: I am listening and making sure that they are playing the right notes. The ensemble will also be using the appropriate style and dynamics. I am also looking to make sure that people are playing the right parts.

 

Rationale

I picked this for one of my artifacts because this lesson has me using multiple strategies. In the lesson we were focusing on playing the Susato Dances, and one of the techniques I had the students do to help learn how it is supposed to sound was sing the parts that they were struggling, so they sang as well as played on instruments with a focus on using singing to help them become better instrumentalists. I feel that the ability to sing is crucial in order to play the part on the instrument. Singing helps assist the students with getting the pitch in their ear, and in turn helps them play it.