FIU

Off-Campus Observation Map

Name Gian Melo
Name of School

E-Mail: Gmelo004@fiu.edu
Rockway Middle School

Name of Teacher Observed

Observation Date

11/21/14

Describe the teaching

environment. Who are the
children? Who is the teacher?
How might the school environment
impact what happens in the
classroom?

Town

Priscilla Blanco

Miami
Class

Time 12-1:30

State
Music Education

Florida

Grade(s) Beginning Band

Date Submitted 11/25/14

Standard band classroom setting with about 40 students, the classroom seemed to be in
good condition. Unusual section of 4 electric basses and 3 students rotating the drum set.

They were running through a series of exercises for articulation on the instruments,

What were the teachers goals for repertoire preparation for winter concert, and also compared and contrast of one of the
the class/ensemble? How did repertoire pieces to other 2 music arrangements of this one.
she/he act on those?

What teaching/rehearsal
strategies did you see? What was
the learning sequence?

Through the first part of the lesson, the students were working on a set of exercises for
articulation (legato). The teacher would instruct them to play exercises sectionally. Later they
moved on to the repertoire they were preparing for the winter concert (jingle bells and carol
of the bell); on the last one, they compared it to other two audio arrangements. To get the
classroom attention (on the moment students would get distracted) even though the teacher
had a microphone, she would clap /././/./ and the student would echo clap the rhythm.
During the articulation exercises I think there was too much time wasted since the other

What would you do differently?

students who were not playing, just sat there and watch or were talking stuff that was not
What was missing from the lesson? related to what was going on. I have no idea whatsoever what is like to be in a music

classroom setting like this but I would think of a series of exercises that could be adapted for
small ensembles where these technicalities of the instruments can be worked on while at the
same time the students are interacting with instruments out of their section.

What evidence did you observe

that would indicate that the
learning goals were met?

The students were adapting and improving on the feedback the teacher was giving (on the
repertoire section).

What evidence of critical thinking,

critical feeling and/or critical action
did you see?

On the compare and contrasts section of the lesson, the students were asked questions as
far as how the instrumentation affected the overall aural effect of the song in the different
version. Some students said for some reason it felt they were paling faster.

What National Standards did you

see?

How did students engage in the

classroom? What was happening
at the time when students were
really focused?

They seemed to be focused on the moment they were playing the repertoire and it was their
section turn to play the articulation exercises. On the class discussion they seemed to be
sidetracked and distracted (maybe for the lack audiovisuals that would get their attention).

Describe a "teachable moment"

that you might have witnessed.

I honestly was concerned about my low knowledge on how to play most of these instruments
and the fingerings needed to create pitches, but if I knew about this, I would separate them
into small ensembles and give them music that works on these technical aspects of control
over the instrument.

What constructive comments might you make about this lesson/rehearsal?

- Is really hard to try to keep 40 something students focus all the time, the teacher still manage to keep
the classroom in control from any disruptive behavior, but I wonder, how much of whats being taught is
sticking with the students.

What is your overall assessment of this teacher, the students and the lesson/rehearsal?
-The students seemed to respect the teacher and their peers. The teacher seems knowledgeable as far as to
what is the desired outcome and what is needed from the students to get there.