Video Reflection 4: Musicality 1

Date of recording: 9/6/2017

Time of recording: 10:13-11:37am

Other information (e.g., grade, class, number of students, etc.):

Bass Sectional during Concert Choir rehearsal. Students in grades 9-12. 16 male students.
Sectional took place in a practice room annex, attached to the choir classroom.

1. Watch your video and describe the musicality of your teaching.

In this lesson, a majority of the modeling and musicality came in playing parts on piano. The
other aspect of my musicality came through my own singing of the parts. There were several
points in the lesson where I would model singing and join in with the ensemble members. My
musicality contributed greatly to the lesson, as I am able to better control my breath, phrasing,
and keep the pitch centered than students at this level may be able to. By correctly and
appropriately modeling the part, it provides students with an example to see and hear in the
music.

When playing parts on the piano, it is sometimes more difficult to make the phrase smooth and
legato, but I continued to consider the sound that the piano was producing. In playing quicker
moving phrases, I made a point to play the phrase with dynamics and tried to connect the notes
as needed.

In this lesson, as it was still in the phase of figuring out parts, I did not sing as much as I should
have in the lesson. My modeling through singing does contribute much more greatly than the
modeling that is done with the piano. There was also one point in the lesson where I tried to
model, but caught that I was not correct on the pitch. Constantly having the correct pitches
aurally will help to better that modeling.

2. Watch your video and describe the musicality of your students performance.
In this sectional, the students had points of wonderful musicality, but also had points with a lack
of. As students are in the stage of learning notes, they tend to let the phrasing, tone, and vowel
structure slip out the door. With points made about supporting the breath, connecting phrases,
and singing notes with less weight, the students are able to bring the musicality back into the
music.

The thing that my students are able to do best is to adjust after instructions are made. In several
instances, the students were able to hear one suggested change, and immediately fix the problem
to improve the music. As the students continue to work through a piece, they constantly improve
each and every time. The students in this sectional are beginning to grow a better understanding
of their own voices. This continual growth as a knowledgeable musician aids in the development
of better musicians.