Week 8 Reflection

Week 8 is over! This should officially be the last week of my Ingram Summer Project. However, I have decided to continue my project for an additional two weeks. I have two more weeks of classes until the end of the summer semester. I found that this was the week when I finally started to feel comfortable. I felt confident in my teaching abilities, I was perfecting my lesson plans, and I began to own what I was doing. In short, I started to fill the position I had carved out for myself. It's interesting that it took me two months to get to this point. Also, I have been working with W.O. Smith for three years. It's difficult to imagine how other scholars could have gotten to this point working within an organization they have never worked with before. At this point in the Basics of Music Creation class, most of the syllabus has been covered. The last two weeks will mostly be focused on working on the students' final original compositions. Now that the majority of the lesson planning is complete, I can start to focus on implementation and the next step in the curriculum. Right now I am thinking that the class should feed into one of three electives: 1) Garage Band Class (MIDI input, sound production); 2) Sibelius Class (composition and arranging); 3) or Songwriting Class.

Class 7 Reflection

A member of the W.O. Smith staff sat in on this class and gave me some valuable insight. One thought was that I was teaching too much material per class. While I realize that we cover a lot of material in class, I think that it is manageable. There is not a lot of time for recitation and repetition because those are things that the homework should be doing. The lessons would seem less rushed, though, if we did not spend the first 20 minutes at the beginning of each class playing the original compositions of each student. As the students' skills are becoming more and more advanced, the compositions become longer and longer. Therefore we end up spending  nearly half the class listening to the compositions whereas this took merely 5 minutes in class 1. Another suggestion was to have more time for informal evaluation in class. A good way to take care of both of these problems at once is to replace the playing of the original compositions in class with a ten-minute sessions at the beginning of class where each student has his or her headphones on. The instructor can go around the room and individually listen to the compositions. This build in one-on-one instruction time, informal assessment, and accountability all in one fell swoop. Also I realize through the feedback from the staff member that I am using vague and confusing phrases like, "I want you guys to practice this," and "Does everybody understand." I need to work on building this assessment into the lesson plan instead of obliquely asking. Here is the lesson plan for class 7:

Class 7 Plan

Previous Assignment

Each student was to have completed the following assignment in addition to completing the packet’s written homework:

1)    Keep up with your idea journal. Write three new ideas for songs.

2)    Practice all of the chord progressions in a, both hands together. Play at least the first page in the key of e. Play at least the first page in the key of d.

3)    Write a new composition/song/piece. Here are the guidelines:

·      Pick four chord progressions from this lesson.

·      Write the chord progressions for both hands on the next page.

·      Label the chords above and below the clef, just like on the previous page. 

·      Sing a melody over the chord progressions.

·      Give your piece a name, tempo, and copyright.

·      Practice your new piece. Play it perfectly! Play and sing it for three different people!

Bonus: Transpose your new piece to the key of e. Transpose your new piece to the key of d. Write it out and practice it!

Lesson Plan

·      Make copies of all new and revised compositions, and all arrangements of radio songs. Hand out to students while students warm up and review materials.

·      Have students play new compositions/songs in front of class. Discuss.

·      Have students play revised compositions/songs in front of class. Discuss.

·      Have students play arrangements in front of the class. Discuss

·      Discuss idea journal. Read ideas aloud. Have students pick at least one idea from someone else and write it down in their idea journal. Encourage them to borrow ideas from people, and to give those people credit.

·      Homework check. Students who understand concepts well help students who do not understand concepts well.

·    Ear training

o   major scale vs. minor scale

o   intervals

o   chords

o   chord inversions

o   chord progressions (changes between two chords at a time)

·      New lesson. Additional scales. New lesson and assignment pack handed out.

·      Assignment read aloud by students in class and discussed.

Extra time: play a four bar melody on the piano. Ask students to put on their headphones, figure out how to play the melody in the right hand, and write it down on staff paper. Once all students have done this and we have checked it, play chords in the left hand. Have students put their headphones back on and play the same chords in the left hand. Have students write the chords down and label them. Check this. have students try to play both parts together. This is a chance to explain the standard four bar phrase.

Assignment

Each student is to complete the following assignment in addition to completing the packet’s written homework:

·      Keep up with your idea journal. Write three new ideas for songs.

·      Practice all of the new scales. Be able to play them perfectly. You will be quizzed in front of the class.

·      Write a new composition/song/piece. Here are the guidelines:

Part 1

Write a melody for both hands in the key of C Major.

1)    Write a C major scale in the space provided.

2)    Use 4/4 time.

3)    Come up with a melody that is 8 bars long that starts and ends on the same note must use all of the notes in the C scale. Do not use any accidentals.

4)    Play this melody in the right hand.

5)    Write the melody in the treble clef of the grand staff.

6)    Write in right hand fingerings that make sense ABOVE THE NOTES. Fingerings that make sense will ensure that your hand is changing positions as few times as possible.

7)    Practice playing this melody in the right hand.

8)    When you can play the melody in the right hand, play it in the left hand.

9)    Write the same melody in the bass clef of the grand staff.

10)Write in left hand fingerings that make sense. Fingerings that make sense will ensure that your hand is changing positions as few times as possible.

11)Practice playing this melody in the left hand.

12)When you can play the melody perfectly in the right and left hand, practice playing both hands together. The notes will be the same!

13)Be able to play your new melody perfectly with both hands together.

14)Give your piece a name, tempo, and copyright.

Part 2

Label the scale degrees of the notes.

1)    Under the C major scale at the top of your page, write the degrees of the scale BELOW THE NOTES.

2)    Using the C scale as a key, write the degrees of your melody BELOW THE NOTES.

Part 3

Transpose your melody into three other modes.

1)    Choose any three of these scales:

·      “a” natural minor; “a” harmonic minor; “a” melodic minor

·      C dorian; C phrygian; C lydian; C mixolydian; C aeolean; C locrian

2)    Write the names of each of these scales in the blanks on the pages of staff paper given to you.

3)    Write the notes of the first scale in the space provided.

4)    Under the notes of the first scale, write the degrees of the scale BELOW THE NOTES. For example, if you chose “a” minor, underneath “a” you would write a “1,” underneath “b” you would write a “2,” and so on.

5)    Using the numbers below your melody and the numbers below your first scale, write the melody in the new scale.

6)    Copy over the fingerings ABOVE THE NOTES.

7)    Practice the transposed melody for both hands.

8)    Repeat 4 through 8 again for the other two scales.

Class 6 Reflection

This class marks the half way point for the course! This class focused on minor chord progressions. Overall, I am very impressed with the students. Three of the four of the students are excelling. They retain a high volume of information, and are vocal about questions they have. However, there is a straggler. One student is lagging behind the group. He does not practice at home, and is therefore extremely behind. He has not done his homework in two weeks and is frustrating to have in class because he is constantly confused. I have decided that they only way to ensure that he practices is to schedule private lesson time outside of class. 

This student is what the public school system calls "gifted," which means that he is very bright. However, this strength has handicapped him. Since he learns very quickly, he has never had to work especially hard at anything. He play a wind instrument and therefore can play mostly by ear. He does not know how to make himself do something. On top of this, he is the youngest in the class and has never played piano before. The key to success for this student is isolating him and teaching him how to discipline himself. This will be the only way to ensure that he is learning. So far I have spend five hours outside of class with this student at the piano trying to catch him up. There is still a lot of work to be done. Here is my less on plan for class 6:

Class 6 Plan

Previous Assignment

Each student was to have completed the following assignment in addition to completing the packet’s written homework:

1)    Keep up with your idea journal. Write three new ideas for songs.

2)    Practice all of the chord progressions in C, both hands together. Play at least the first page in the key of G. Play at least the first page in the key of F.

3)    Write a new composition/song/piece. Here are the guidelines:

·      Pick four chord progressions from this lesson.

·      Write the chord progressions for both hands on the next page.

·      Label the chords above and below the clef, just like on the previous page.  

·      Sing a melody over the chord progressions.

·      Give your piece a name, tempo, and copyright.

·      Practice your new piece. Play it perfectly! Play and sing it for three different people!

Bonus: Transpose your new piece to the key of G. Transpose your new piece to the key of F. Write it out and practice it!

Lesson Plan

·      Make copies of all new and revised compositions, and all arrangements of radio songs. Hand out to students while students warm up and review materials.

·      Have students play new compositions/songs in front of class. Discuss.

·      Have students play revised compositions/songs in front of class. Discuss.

·      Have students play arrangements in front of the class. Discuss

·      Discuss idea journal. Read ideas aloud. Have students pick at least one idea from someone else and write it down in their idea journal. Encourage them to borrow ideas from people, and to give those people credit.

·      Homework check. Students who understand concepts well help students who do not understand concepts well.

·    Ear training

o   major scale vs. minor scale

o   intervals

o   chords

o   chord inversions

o   chord progressions (changes between two chords at a time)

·      New lesson. Minor chord progressions. New lesson and assignment pack handed out.

·      Assignment read aloud by students in class and discussed.

Extra time: play a four bar melody on the piano. Ask students to put on their headphones, figure out how to play the melody in the right hand, and write it down on staff paper. Once all students have done this and we have checked it, play chords in the left hand. Have students put their headphones back on and play the same chords in the left hand. Have students write the chords down and label them. Check this. have students try to play both parts together. This is a chance to explain the standard four bar phrase.

Assignment

Each student is to complete the following assignment in addition to completing the packet’s written homework:

1)    Keep up with your idea journal. Write three new ideas for songs.

2)    Practice all of the chord progressions in a, both hands together. Play at least the first page in the key of e. Play at least the first page in the key of d.

3)    Write a new composition/song/piece. Here are the guidelines:

·      Pick four chord progressions from this lesson.

·      Write the chord progressions for both hands on the next page.

·      Label the chords above and below the clef, just like on the previous page. 

·      Sing a melody over the chord progressions.

·      Give your piece a name, tempo, and copyright.

·      Practice your new piece. Play it perfectly! Play and sing it for three different people!

Bonus: Transpose your new piece to the key of e. Transpose your new piece to the key of d. Write it out and practice it!

Pictures from W.O. Smith Summer Camp

Here are some photos from the summer camp!

Week 7 Reflection

This past week has been interesting. I realized that I don't necessarily have all of the answers. I also have a new found appreciation for teachers. I had no idea that so much time went into planning for a class. For each hour in the classroom, there is at least five hours of planning. Also, I have clarified my goals for this class. Yes, my goals on paper are to teach students how to play the piano so that they can record their creative ideas. No, this is not the only goal. My unwritten and overriding goals for this class is to empower students by enabling musical creativity. I don't really care at the end of the day whether or not they retain everything, or whether or not they can recite everything perfectly like little robots. I want them to be proud of themselves, and to feel empowered. My personal relationship with them plays a key role in their empowerment. I typed my personal phone number into their assignments so that they could call me if they didn't understand something or needed help. I want them to feel like I'm here for them. They know that this is the only thing that I'm doing this summer. I want them to know that I'm doing this for them.

Class 5 Reflection

Basics of Music Creation class number 5 is water under the bridge. The students told me that the assignment was a lot easier and more fun, but they still had homework left undone. I think that if this class is going to be successful in the fall, it would be best to format the scheduling a different way. My idea is to have the class meet twice a week instead of just one. For example, the class could meet on Monday and Thursday at the same time. On Mondays, the class would be taught new information. The homework would be to do the assignment pack that reiterates the concepts, and to write an original composition using those concepts. (This is the same type of homework that I am giving them now.) On Thursday, the compositions would be played in class and the homework would be checked. This is time when the instructor could provide individual attention to students who need help learning and practicing the concepts, and it wouldn't cut into lesson time. Another perk of having class two times a week is to get the kids to the school. Many of my current students have told me that they simply cannot practice at home. Their home lives are busy, and they often share a room with someone else. This is why half of my class comes early - so that they can practice in a quiet place. If students were coming to the school for an additional hour, they could also come earlier or later and have a quiet place to practice. Here is the lesson plan for class 5: 

Class 5 Plan

Previous Assignment

Each student was to have completed the following assignment in addition to completing the packet’s written homework:

1)    Keep up with your idea journal. Write three new ideas for songs.

2)    Do the packet. Call if you don’t understand something. Cayla’s number is xxx.xxx.xxxx.

3)    Write a new composition/song/piece. Here are the guidelines:

·      Pick either GROUP 1 or GROUP 2 from the previous page.

·      Write the chord progression in the bass clef.

·      Label the chords above and below the clef, just like on the previous page. 

·      Write a melody in the treble clef.

·      Label the fingerings in the right hand.

·      Practice your new piece.

·      Write the transposition of your piece in F and in G on the same sheet of paper.

4)    Bonus: Come up with a new group of chords using the chords listed on the “Chords in C” page. To write a new composition using this new group of chords, follow steps 2 through 7 above.

Lesson Plan

·      Make copies of all new and revised compositions, and all arrangements of radio songs. Hand out to students while students warm up and review materials.

·      Have students play new compositions/songs in front of class. Discuss.

·      Have students play revised compositions/songs in front of class. Discuss.

·      Have students play arrangements in front of the class. Discuss

·      Discuss idea journal. Read ideas aloud. Have students pick at least one idea from someone else and write it down in their idea journal. Encourage them to borrow ideas from people, and to give those people credit.

·      Homework check. Students who understand concepts well help students who do not understand concepts well.

·      Ear training. Play a chord on the piano. Have students put their headphones on and play the chord in the left hand. Tell them to think of the name of the chord. When they have their finders on the right notes and know the name of the chord, they raise their right hand. When everyone has their right hand raised, ask them what the name of the chord is and have them all play it together.

·      New lesson: Chord progressions. New assignment pack handed out.

·      Assignment read aloud by students in class and discussed.

Extra time: play a four bar melody on the piano. Ask students to put on their headphones, figure out how to play the melody in the right hand, and write it down on staff paper. Once all students have done this and we have checked it, play chords in the left hand. Have students put their headphones back on and play the same chords in the left hand. Have students write the chords down and label them. Check this. have students try to play both parts together. This is a chance to explain the standard four bar phrase.

Assignment

Each student is to complete the following assignment in addition to completing the packet’s written homework:

1)  Keep up with your idea journal. Write three new ideas for songs.

2)  Practice all of the chord progressions in C, both hands together. Play at least the first page in the key of G. Play at least the first page in the key of F.

3)  Write a new composition/song/piece. Here are the guidelines:

·      Pick four chord progressions from this lesson.

·      Write the chord progressions for both hands on the next page.

·      Label the chords above and below the clef, just like on the previous page. 

·      Sing a melody over the chord progressions.

·      Give your piece a name, tempo, and copyright.

·      Practice your new piece. Play it perfectly! Play and sing it for three different people!

Bonus: Transpose your new piece to the key of G. Transpose your new piece to the key of F. Write it out and practice it!