can't sleep again
I am a follower of the nightly news, especially when I'm limited on computer and instrument playing. More specifically, I am a follower of CNN prime time, especially Anderson Cooper. Imagine my surprise when I tuned in and Wolf Blitzer was working the 6 pm (CDT) time slot. This was after Lou Dobbs' usual 5 pm and right before Paula Zahn's 7 pm. Then, I remembered that AC had been cohosting with Aaron Brown. I decided to go and watch and who was hosting NewsNight with Aaron Brown? Paula Zahn. So, I decided to google this a bit and found
this. Apparantly, CNN is changing its primetime shows around. Now, I might have to stay up late to watch Anderson Cooper.
Of course, this change could be because of the fact that
AC is writing a book (and may I say I've been following him since before the Tsunami last year?).
weekend warriors
Well, we returned from break today, and it was definately a needed one at that! Everyone returned in better moods, both from relaxing for four days and the shift in the time. I have to say though, how thrown off my intuition is with the time change. I keep telling myself it's a different time than it really is, plus, I still have to reset half the clocks I use.
Rehearsals went well today, however, our lead alto in jazz band played hookie, so I had to sight-read his parts. Not a big deal, except that I banged up my hand while boating this weekend.
Got to give the progress report to SCT today about Wednesday; he too was in shock over the behavior of the eighth graders. I noticed in their lesson though how much they adore him and me; one of them even told me how much more he enjoyed band this year than last year. That's good.
So about the hand. All the way through college I have suffered many injuries from my art. No big deal really as we all have, but there have been too many times (eg: every time) where I was injured and said, "No big deal, it's just a little injury," and then kept on playing until I had developed full-blown tendonitis. Well, I've learned from my ways. My "little bruise" on my hand from the boat is worse than I thought, but not as bad as I feared. I just can't play instruments for about two weeks, and I really shouldn't be typing either.
With that, expect really short reports for awhile.
internship pay
I'm discovering that most people seem to assume that students get paid to attend an internship program of some sort. The fact of the matter is that most internships no longer pay, or are being turned into a different sort of program. In teaching, it is difficult to get an internship, and often discouraged as well.
I've had to explain to about twenty separate people this semester that I am not getting paid and why I am not getting paid. Student teaching is a voluntary thing; well, I have to go through it, but it is a college class that I am enrolled in and I will recieve a grade at the end of the semester. Why is it difficult for most people to understand this?
on composing and other dreams
Dedicated to my parents, who pushed me in ways they didn't forsee possible...
As a little girl, my parents would take me to the symphony. It wasn't much; instead it was the Milwaukee Symphony Orchestra dress rehearsals at Ripon College, and as a small child, I would usually sleep through them. I remember one evening in particular where we were leaving the concert and I said to my parents, "One day, I want to play flute in an orchestra." My mother looked at me and said, "You won't make any money." Twenty years later and I've fulfilled that goal - my parents need to learn not to push me that way.
Then, at another point in my life, I remember wanting to conduct a band. I would stand in my room at night listening to the music from
The Lion King and use a pencil to conduct. I did that every night for about two years straight and then moved on to other pursuits, which will be named later. Maybe this is where I got my bad habit of mirroring while I conduct different bands, although, it's getting better; I only mirror when I don't think the musicians on my left can see my beat pattern. Of course, that can be fixed to.
In seventh grade, my parents bought a computer with a small program on it called
MIDI Orchestrator, a MIDI sequencing program with sixteen channels (two of which were for percussion). I writing out music by hand for the longest time before this, and then one day, my dad went to a music store and bought MIDI cords for my keyboard. I loved
MIDI Orchstrator until I saw a demonstration at school for
Finale. My life would be changed for a long time. I wanted to write in Finale - a year later I had the newest version of
Finale Allegro for Windows and I now have
Finale 2006 on this computer.
At another point in my life, I saw
The Nutcracker. Although I slept through it (I was three), I still remember seeing the set, the dancers, and the orchestra from the third row of the theater. I guess I met the dancers afterwards, but that part I don't remember. I do remember wanting to write the music to a ballet. Today, one of my favorite composers is Tchaikovsky (and due to transliteration, that's a correct spelling). Today, I am also done with rough sketches for a ballet based on
Peter Pan.Looking back over my college career, I've succeeded in fulfilling my musical dreams, and now I need to create more. I've been pondering the use of Orff Schulwerk on the marching field for about three years now, and intend to attempt it sometime in my career - it will make a far more creative half-time show. I've also been pondering how I can find time for CMP in my classroom. I know that I want to follow the national standards too.
Of course, right now, with the promise of probably eight months of unemployment, a lot of composing and lesson plan writing will happen. I've always wanted to combine my loves of teaching and composing together, but have struggled with the balance of time between the two (somehow, pulling an all nighter the night before teaching for nine to twelve hours is just not appealing). As a quick easy fix to this lack of extreme amounts of time spent with Finale I have jumped over to writing short stories. It works to some degree, but I just can't sit back and listen to the computer play it back the way I can with music. I've delved into photography, which is somewhat more rewarding, but with a cheap camera, the picture quality is somewhat lacking. Maybe someday I'll figure out the balance between these dreams just as one day I'll own a better camera. It all happens with time, and if it weren't for the fact I am going to sleep within the next hour, I would be composing right now (unless writing in English to a blog counts for something along those lines).
happenings
Well, the last couple of days went well. I didn't update on Tuesday because I was busy studying about eight scores for the next day.
Tuesday was interesting. SCT videotaped the first hour rehearsal, and I've been watching the tape and taking notes. There are so many fundamental conducting things that I need to work on again as I've developed some bad habits since finishing conducting classes at college. It seems that I have reverted to the bad habit of forcing my arm out further in front of me than it should be as well as moving my elbow a lot (thanks go out to our high school choir teacher for noticing that last one). Here, I had always been concerned about the ictus (the point where the bounce of the beat happens in the conducting pattern) getting lost. Well, the ictus is there, it is just hidden within the elbow and extended arm problems.
There are also times that I see I am not concise enough. However, there is an underlying problem to that: I need to wait for everyone to stop playing before I start speaking, and in order to do that, I need to give a cut-off that is more clear.
So, on Wednesday, I tried some of the things that I noticed in the first videotape. Now, lets add in a few more challenges: SCT had a sub who is one of the favorite teachers from the middle school who had been layed off in the reorganization of the district; day before vacation; students tried to push me to bend rules, A LOT. I videotaped this rehearsal as well, and I am afraid to watch the tape. I wanted to lighten up the group with humor, which may have been a mistake, because as soon as I cracked the first joke, half the clarinet section couldn't stop laughing and that just spiraled down from there. I tried to teach the music using affectual phrases and gestures as I had been taught to do, but the students weren't used to this, so that caused more problems. Finally at the end of the class, the sub reassured me that the problems were just from the fact that it was the day before vacation. SCT had actually wished me luck about that point the day before, and I thought that the high school students would do a lot better than that.
Jazz band was better, as I had finally learned some things. First, I have no clue as to how to work a digital camcorder, or even how to plug it in. I tried to videotape it, but I was completely lost. Then, the lead alto and tenor saxophone players were missing, which meant that the other three saxophonists were constantly getting lost. We ran some of the more simple charts and I fixed some problems with the rhythm section here and there. Then, the saxophones were REALLY lost. I ended up straping my saxophone on and just playing lead alto with the group from up front. This is a lot easier than it sounds considering that I was trying to conduct at the same time and that the rhythm section was not watching me at all.
By the end of third hour I was feeling horrible about being a teacher, and still am wondering about being a high school teacher based on those two rehearsals and the video from the day before (Festivo is a terribly difficult piece to conduct). I did talk to SCT the day before about when he first started teaching. The problems that I have been having have been due to the fact that everything I've been forced into has been completely unfamiliar to me. The high school method book is one that is hard to decifer unless you've used it for twenty or more years. The jazz music is some that I've never heard, despite being a jazz studies major (rock music in a jazz band? The university music department chair forwarned us of this practice among school teachers). And the piece I've been assigned to conduct is one that I'm realizing more and more that I ABSOLUTELY HATE. I've played it twice before I guess, and really don't remember it other than there were many parts in it that were boring, and the composer's name just doesn't stay in my mind other than the fact it sounds like a good name for a pet (Nelhybel). My not liking/understanding the piece is not helping my students to like/understand it either.
Now take that frustration and contempt, and it's time to get ready for an eighth grade band rehearsal. The sub and I drove over (at this point, I'm really liking this idea of the sub being here as he is helping me feel better about everything wrong that I've done) as I ran over on lessons the hour before (many thanks to the flute player that reminds me of me as a high school freshman for that lack of time management). We get there, and we walk in. We are greated at the door by the middle school principal who is joking with the sub that she wants to see him direct the band. He says that it's my job and not his, he's just going to take attendance as he knows the students from the previous year (he even guessed the correct instrument for most them earlier in the day - especially the percussionists). I walk in and am greated by many students saying, "Yay, Ms. _______ is here!!! Yay, Ms. ____________ is going to direct us!!!" The sub and I started the class, and then I took the podium. This group is the one that taught me to distract the percussion section by giving them little tasks. Today, I chose for them to write out the part assignments and to follow it. Warm-up was a breeze, even though I was expecting to do more with the playing. I had them play a simple scale, and I was enveloped by this warm sound. I then asked them if they remembered the last time I conducted. I then asked them if they realized how much they had matured in the last two months. They didn't realize it. I then told them how proud I was of how they had matured so much and they were just beaming with pride. There has been such a change in their musicianship since September 1st and their behavior as well. They have become such an awesome group of kids, and I want to continue to work with kids like that. I conducted the piece SCT asked me to work on, and it went well. Other than percussion, there wasn't much I could do with it. They then asked for the other piece, and it went even better. There were a couple of spots that needed to be rehearsed and worked on, but the group did pretty good at them. I then got the opportunity to work on sound and balance. I taught them to have a richer sound on the second piece, and they tried it again and it was so warm that it was like being enveloped by the warmest blanket of sound (but not too warm as that would be bad).
ECT then took the rehearsal as she wanted to work on the music for the winter parade - the sub and I sat back and watched. Everything changed at that point. Old behaviors were renewed, as were old sounds and they sounded again like they did in early September. I was in disbelief; they were a completely different group for ECT as they were for me - it was a shock. Then, ECT had to talk to a parent, so I took the podium again. They instantly bounced back to what they were for me. It was a day and night difference. When ECT came back, the kids realized that I was going to stay in the room for the remainder of the hour so they settled down. I noticed percussion had been sitting/wandering (an old problem SCT and I had with them), so I walked over to them and asked them to stand up and they did (well, one joked around but I got him to stand up).
I'd like to think that the eighth graders were well behaved for me becuase SCT told them I would be in charge on Wednesday. However, everything just seemed right about that rehearsal. The more time I spend with that age group, the more I want to teach that age. They are so much more receptive to trying musical things than the high school is. I don't know why though, even though I'd like to figure that out so that I can try it with the high schoolers.
All of this meanless rambling leads up to another topic however: a possible job. I went on the job bulletin this morning and saw a listing for a band job grades 4 to 8. I went to the website: I want that job, even though it's part time and I'd have to look for supplemental income. The school district is a smaller one setup within an urban school, and the oldest students in the district are the eighth graders. I visited the website and liked what I saw, except the music portions haven't been updated since the 2002-2003 school year. So, I'm going to give a call to some of the music stores down there and see what is going on with the school and the band program (the website listed it as grades 5-8, but the job announcement listed grades 4-8). There were a couple of other jobs as well that looked promising, but they were both long-term sub positions that needed to be filled immediately. Thankfully, the Chippewa Falls job had been pulled from the listing; I can't even imagine being the teacher who has to take over after the bus accident.
Well, time to get ready - it's the "Un-Convention" in Appleton today, and it's going to be a blast. I get to spend time with the DMS people!
jingle bells, jingle bells, jingle eighth grade horns...
Well, another full and rewarding day. SCT is still giving me more responsibility, which is wonderful, and I am teaching many lessons now on my own. I still leave the tuba, trumpet, and percussion lessons to him though (which is only students). I am usually trying to get to the saxophone and flute lessons first, and usually win on that race.
I'm feeling comfortable with classroom management, but I want to find better ways to get the group's attention at the beginning of rehearsal. SCT has them trained to "Quiet please," and it works, but I want to know other ways so that I don't sound like a broken record. I guess that goes back to music ed 324 when we discussed the many ways to ask a student the same question. Of course, the single-phrase training method is a lot easier, and the students know what to expect and how to react. I really wonder which one is best.
Tomorrow will be intersting. SCT is videotaping me so I can see what I'm doing good and what I need to improve (being concise). I'm more concise in teaching lessons now, however, when I'm hearing 63 separate people playing at the same time, it's a lot harder and half the time I don't really know what to say other than, "Hit the practice rooms people!" The kids are making the most mistakes on simple, sixth grade beginner things that they should know by now. They do well on the hard challenging things though. Go figure.
Everyone around me is getting sick again. My private studio met today at DMS, and one kid's mom called me late last night to cancel. Meanwhile, my other two students showed up just as ill as the one who stayed home. So, today's topic for all lessons, seeing that none of them could sing or function, was a discussion about Musician's Health.
As the semester rolls on, it is harder to find things new discoveries to discuss here in this blog. I know that there are things I am observing, but I'm more at the point of accepting them as normal than questioning them. SCT is a good teacher and motivator. There's a lot I'm learning from him.
Oh, eighth graders. They really like SCT, but don't know me. SCT first taught them how to play their instruments before sixth grade, so they see him as that same teacher. Last time I conducted them, SCT was gone, and I heard five minutes of, "Where's SCT? We miss SCT? Why isn't SCT here?" Now, I have them on Wednesday with a sub as well, so I asked SCT to forwarn them that he wouldn't be there. He asked me why I was asking, then told me I should be able to handle them, so I told him how much they missed him, respected him, and trusted his knowledge. He was in shock and agreed to forwarn the kids that he wouldn't be there on Wednesday. So, that will help with behavior. The thing that I'm worried about most is that ECT is taking half of the rehearsal on that day to run through the music for the Christmas Parade. Will SCT and I end up having to fix old habits again? We just got them to sit back down in their seats after putting instruments away.
Only time will tell.
three days
Well, I slacked off a bit, well not really slacking as I was busy doing other things. Here's how the last three days went:
Wednesday -Directed again first hour. Went okay. Tried to fix a section with the flutes that wasn't working, and apparantly my brain wasn't working either. I just couldn't figure out how to get them to play together or how to COUNT. The second flutes were playing all whole and half notes - easy rhythms to count but they're in counterpoint to the first flutes, who alternate with them rhythmically. It's not getting easier. However, SCT showed me a different way to hold the baton which is a lot easier than the death grip that I've had for the last couple of months. Less effort to move my arm, more control on the stick.
Jazz band third hour. Went well, still just playing saxophone.
Sixth hour - Observed ECT. She's a good teacher and she is fitting the environment of the middle school. The general environment there is that everyone is welcomed and that there is no competition. Unfortunately, it was obvious that the students were ready for competition and not getting a chance to compete. ECT was doing a good job at trying to keep control of the group, however, every student was competing with her for the same control. I also noticed a lack of accountability in the general school setting. If a student doesn't follow through on responsibility, he/she isn't held accountable for it. The setting in general (and I've seen this at all middle schools) forces students to compete with each other for control. The main problems with our eighth graders and freshmen are direct carry-overs from negative middle school behaviors being reinforced as positive. It needs to change.
Thursday - Early Release.Surprisingly, all of the students in our ensembles were in really good behavior. Usually early release and/or day before vacation means that students turn off their thinking caps. Today was different. Most students seemed to forget that it was an early release day.
Friday Taking more responsibility. Realizing that SCT wandering around school along with leaving me with a substitute next Wednesday means that I'm getting closer to where I should be. Incredible headache though - school was the last place I wanted to be, but couldn't get out as I was still able to function somewhat.
Directed again first hour. Fixed problem with flutes by playing with each part independantly and then putting it all together again. Felt sorry for other students who had to sit and watch. Felt sorry for SCT who kept running back in the percussion section from the bells to the tenor drum. I managed to keep the reheasal going better, but am still not being concise enough. SCT came back later on with the idea to videotape rehearsals, and I completely agreed with him. He tried to sugar coat it and say that it wasn't just me, but he didn't have to. If I can see myself doing something, then I know that I will be able to fix it easier. It worked in mued and conducting at college.
Ran four lessons third hour. Two were scheduled, two were people asking for additional help. I like to push students to do what they can do, but several of them this hour are able to do A LOT. So, my pushing the students has come back to push me. Nice.
Observed our theater teacher as well, second hour. She teaches similar to CBD, so it was like being in conducting class again. Was reminded that performers perform best when faced with the concept of being vulnerable.
Worked again on GradeBook for two hours. It is a lot easier just to keep a paper gradebook and submit grades once in a while than to constantly have to check and change an electronic version that barely works. We even had an expert from the company on-site that day and they were having problems with it.
Made some real breakthroughs on lessons. One flute player was having problems with high notes. Natural inclination would be to tell the student to take a larger breath. Wasn't working for her. Instead, applied knowledge of Alexander Technique and made her aware of her facial muscles. Here, she was flexing her muscles in her face and shoulders when she went to play high notes. Fixed that and the notes came out beautifully without problems. Student said it was easier to play also.
Overall, things went well, a little tough during rehearsals, but I'm hoping that being videotaped will help. This Wednesday will be interesting as there will be a sub, but he wouldn't take a vacation day if he didn't feel I wasn't ready. It will be interesting.
in the swing of things
Well, I'm finally used to the schedule for student teaching. Instead of coming home and sleeping right away, I am able to stay up past 10 pm again. Plus, when I get home I find that I am completely energized and ready for more socialization, which is good. I'm also getting more responsibility at school. SCT is going to be gone one day next week, and I'll be in charge of three rehearsals and probably 20 lessons. I'm looking forward to it. I am a bit nervous about it, and I'll be teacher-sat by a substitute, but it means that he thinks I'm ready for this. The only thing that makes me nervous is that I have been sheltered from the eighth graders a bit. However, most of that band is a little fearful of me and my newness to them, so maybe I can play on that. Plus, the percussion section likes me.
Somehow in the last week, everything snapped into place in my mind. I have become a teacher. I have the confidence, the drive, the passion, the energy. I'm taking charge and starting most of the lessons out. I've noticed that he's also let me take charge more as well this week. I know that I was allowed the night off from football pep band, and incidents happened, so I'm thinking that he's also realizing what I am capable of helping him with. Or at least being another adult there to help supervise.
I'll be taking half of band rehearsal tomorrow, and I came up with a good lesson plan for tomorrow for working with Festivo. I've noticed that when I conduct the high schoolers, they start to drag. SCT says he's noticed the same thing when he conducts them. He gave me some suggestions, and I intend to do a lesson with them that they hopefully won't forget. I intend to teach lightness to the group. I know that most of them can play light, but, I think that using a pink feather boa might help to reinforce some things, as well as create a lighter atmosphere with the group. 8:00 am is an early time of day to laugh, but I'm going to try to get them to do so.
I think what I'll have to do is wear it from the start of rehearsal to help enforce the "lightness" of the day. I've also decided that the "dramatic scene" that Nelhybel is describing is also a happier one than sad/angry/negative. So, if I approach the rehearsal with an aire of lightness, it will help. Plus, I'm planning on using the warm-up session to work with the lightness as well.
Tomorrow will be one for the record books. If it works and I don't lose control of the class.
"Festivo" Lesson Plan for 10/19/05:
Objective - Get group to play Festivo lighter and with more positive affect.
Strategies - Disguised repetition, Rote, Call and Response
Exercises - Warm-up with chorales. Use lighter affects with group. Show off boa - show lightness of feathers and how they move. Toss it around. Try chorales again. Start Festivo. When group feels too heavy, pass boa back to section that feels heaviest.
Assessment - Group won't be dragging as much as I conduct. Feel of music will change.
Of course, looking at this, I think I'll save the boa for more of a surprise. I'll try changing my stick technique, and then also take SCT's suggestion of starting them at a tempo and seeing where they go from there. If those fail, then I'll reach into the bag, take out the boa, and go into the lesson plan above.
Somebody wish me luck, cause I'm gonna need it.
emotions
After the bell rang, and the day continued from my last post, I quickly discovered that it was going to be a bittersweet and emotionally trying day. All day I had people keep asking me if I had heard about the bus accident. I of course responded very kindly and said that it was a tragic thing that happened and that I had heard previously throughout the day. Suddenly, I'm expected to be an expert on the accident and am supposed to know what happened, who was involved, and not act as if I've been emotionally effected by it. All day, everyone who was not a band teacher kept asking me about this, when I would prefer, for the sake of my students, to pretend as if it didn't happen. It still makes me sick to my stomach.
The afternoon went fast at least. My students didn't ask about the accident thankfully, but it seemed as if they were all having just as trying of days. We got through lessons, some were really good, and then life just went on. Lives in high schools, at least once you are a teacher, don't really change much. It's comforting. I at least want to keep expanding my knowledge for the sake of my students, and things do change throughout a community, but not much really changes when you sit down and think.
It is awesome student teaching with someone who has been fortunate enough to have had the same job for thirty-six years. The first day of the semester he asked me how old I was in whichever year he started (2005-36=1969?) and the answer was that I wasn't even born yet. What's even weirder is that he is about the same age as my parents, and his daughter is both older than me and has children.
I've also been invited to observe the middle school band director (henceforth ECT). ECT invited me to come in as well and work with her flutes and I cannot wait. I have them for a full hour, which I know will go fast. I definately want them to hear some good flute music (NOT James Galway - his vibrato is too fast), and I want to give them each some personal attention. What I will probably do is go through SCT's or ECT's music to find a flute quartet to try with them - maybe. They're seventh graders after all. Maybe I'll write/arrange something easy for them. I guess that's what I'll work on next this evening.
Back to the grindstone...
tough emotions
It's hard to hide emotions as a teacher, especially as a music teacher, and today I find myself trying to do just that. This weekend, our state and my profession made the news:
http://www.cnn.com/2005/US/10/17/wisconsin.bus.crash/index.html. It didn't hit me until this morning when SCT was talking about this (I tried to ignore/forget it) and I overheard. Their student teacher from the school was one of the fatalities along with the driver, the band director, his wife, and their granddaughter. In my mind my brain is saying "It could have been me," over and over. When we go on our trip to Madison, I think I'll sit towards the back of the bus.
Then, that got me thinking about an accident that happened to a former band director from my high school who SCT was good friends with. Too many thoughts.
On a POSITIVE note: the day is going well. Typical Monday of sleepy students - typical lunch time of me trying to get ahead on lesson plans. My private lessons at DMS are going well, I just need to remember to call the student that AH referred on to me and get her on my schedule. Lessons at CHS are going well too - I just wrote out plans for the 8th grade percussionists that I work with, and have taken most of the lessons for today as well (the exception has been the trumpet students). I even have that "time management" thing down for the lessons now.
Also, updated my portfolio over the weekend - reworked several sections, scanned in a lot of documents, and added links throughout. My to-do list for it is down to a half page now, which is good. For those of you that don't follow Wisconsin education laws, the state has recently enacted PI-34, which requires additional testing and an electronic portfolio for all educators graduating from college after August 2004. Before, the university required a bound portfolio be turned in with all accredidation documents in the binder. Now, after collecting those document and having started with paper portfolios for my educ and mued classes, I need to scan those into the computer and assemble an electronic portfolio (which this blog is part of). At the bare minimum, the portfolio is complete, but there are many documents that I want to add in. Also, the university servers were down yesterday, which made my life difficult since that's where the documents are all stored.
Bell rang - lessons again!
easy lesson idea
Today went well, everyone was in a good mood, and it was of course Friday. Eighth graders were a little hard to control as it was a Friday, but that's the norm in any classroom that I've been in.
Discovered today an easy way to work out lessons within an hour (eg: 45 minutes). We have our lesson schedule set up so that each student is assigned a time for their private lesson (yes, private, one-on-one). Students have the flexibility in their schedule that they can move their lesson to another time, so that SCT and I may have six students lined up total for an entire class period. Today, we overlapped jazz band and four lessons. Normally, I would start the lesson and SCT would finish it, and each student would get about ten to fifteen minutes each. At the end of the time, one of us (usually SCT as he knows the students' hiding spots) goes to find the students that did not come. This "search mission" usually lasts about fifteen minutes if the student is "MIA." Even if the student is in the general department area, it usually takes some time and listening skills to locate that student for their lesson.
Today, students were forced into the practice rooms seeing that jazz band was rehearsing in the band room with SCT, and his office picks up a lot of the sound from the rehearsals. So, three of our students went in practice rooms, and I went room by room and taught lessons. It worked really well. I was able to keep a really good pace, and each student didn't have to worry about moving their things from one room to another and to another. Plus, it was easier to locate the students for their lessons, and I had a moment after each to record a grade in the grade book and take any notes. I think that when I'm teaching on my own I will try to run lessons this way. It is a lot easier to work with, and the students are able to set up the room the way they feel most comfortable. Also, sometimes an office or large room setting can intimidate students into not playing their lessons as well. Allowing a student to pick a practice room helps them to control the setting which can take the nervous edge off a lesson.
The only downside to this is that if you need something from the office, you have to stop the lesson and go get the item. Also, the rooms are small and there are times where I want to use a large space to get a student to play out more.
really good lessons
Well, today went quickly, and it was a good day, so I didn't want it to end. I conducted in the first hour rehearsal again, and it was a piece I hadn't conducted with them yet. Went okay - I need to both know it better and stop looking at the vocal and piano parts (Hallelujah Chorus). The students were responding to what I was doing up there, and it sounded good. I do know that when I am teaching on my own as a fully licensed teacher, I will definately need to take an hour or two each evening and devote it to score study and rehearsal preparation. I also know that when I am teaching later on, I should not have a private studio as well until I am more estabilished in my career.
Second hour brought me setting up a technology demonstration for third hour. The school has an older version of Finale and one of the students wanted a demonstration, so I opened it up for the music theory class and jazz band. Two students showed up, which is actually a lot for the size of the school and the specifics of the program. That went well, they knew more about Finale than they first let on, so we didn't do much there.
Then, one student had a phenomenal lesson. First, I remembered his name (once I remember a name, I generally remember it unless I am really tired, sick, or both). His lesson last week was rather poor, and we reassigned him the lesson page (and I gave him some exercises that would help his assignment). This week, he practiced, and made a phenomenal improvement. I was really proud of him, and so was SCT. The student meanwhile didn't really react as if it was anything.
I also discovered that another student has a better time of day for lessons. She has started moving around her lesson times because her first time was difficult for her to commit to. We have finally found a good time for her lessons, and it is making all the difference. She's gone from getting Cs and barely being able to play, to getting an A in her lesson today and making the assignment look easy.
I love teaching the private lessons. The students are able to accomplish more in the smaller groups than they are in large ensembles. Yes, large ensembles are valuable, but the students learn more and can take more responsibility in smaller groups.
accountability
The radio caller last weekend may have been right. I listened to a webcast of a Joy Cardin interview (
www.wpr.org) about the amount of homework a week or two back. One caller called in and mentioned that the problem with middle schoolers' behavior stems from the fact that in middle school, there is no accountability for a poor grade other than parental pressure. Elementary students have the fear of being held back a grade if they are not up to where they should be. High school students have the fear of not getting into the college or tech school that they want if they are not making the grade (and ours even has segregated study halls based on GPA). However, middle school students don't have anything of the sort. So, if a student fails math, all they have to do is take it over again in the summer. Seeing as most middle school students don't have jobs yet and don't like to spend all their free time at home, going to school during summer almost seems a reward at times. And, some students do have accountability for sports (needing a passing GPA or higher to play in the games).
Therefore, middle schoolers need something to be accountable for. These students are at the age where they are able to take responsibility for many things. Parents are giving these students responsibility as well. However, to me, the concept of "middle school as training for high school" just isn't cutting it. Maybe it would be okay for a year of training, but allow students to be held back that same year if they are not ready for high school. Either our current system of middle school is too structured or too lax, and I'm believing that it is the latter of the two. It seems to me that it is almost better to have students continue in the elementary setting for longer, but segregate grades 6-8 into another school. Let the eighth graders then commute between classes, but still keep those students accountable. If these students don't know something, moving on to harder classes where we build on that foundation of knowledge won't help them. Secure the educational foundation, then build upon it.
---------------------------------
Overall, today went well. Typical band teaching day - band, lessons, practicing (I had time to practice), jazz, lessons, lunch, lessons, eighth graders, lessons, sort music, lessons, some instrument repair, and go home. The above paragraphs are my thoughts for the day on education right now - more specifically middle school accountability. I'm starting to really like those eighth graders, they just need to do the following: learn about accountability/responsibility, paint the band room a darker color so it's not so bright. My attention kept wavering today in there - it was as if I had ADD or something today. I just couldn't keep my mind on anything during rehearsals. I finally had a day off from conducting - kind of nice, but I was bored stiff. Got to play drumset today, and it was easier than I remember (that's what happens when the entire percussion section is a combination of gone and injured). So, covering perc parts on set was a lot easier than running. Plus, played timpani as well - that's always fun.
I miss playing in Wind Ensemble and all those other things at the university.
Oh well.
because I really can't sleep...
Latin fun (or ways to annoy your students):
http://www.columbia.edu/cu/augustine/arch/omnibus.html
creativity for english students
Here is the newest way to confuse english teachers, and any other teacher for that matter:
http://www.fysche.comThe explanation for the language is here:
http://www.fysche.com/guide.htmHave fun, and good luck fellow teachers!
Wisconsin State Teaching Standards
Just in case anyone is curious, I'm posting the Wisconsin State Teaching Standards and the Wisconsin Music Teaching Standards as well below.
Wisc State Teaching Standards:
Teachers...
1.) Know the subject they are teaching
2.) Know how children grow
3.) Understand that children learn differently
4.) Know how to teach
5.) Know how to manage a classroom
6.) Communicate well
7.) Be able to plan different kinds of lessons
8.) Know how to test for student progress
9.) Be able to evaluate themselves
10.) Be connected with other teachers and the community
Wisc State Music Standards:
By graduation, students can...
1.) Sing, alone and with others, a varied repertoire of music
2.) Play, alone and with others, a varied repertoire of music on instruments
3.) Improvise music
4.) Compose and arrange music
5.) Read and notate music
6.) Analyze and describe music
7.) Evaluate music and music performances
8.) Relate music to the other arts and disciplines outside the arts
9.) Relate music to history and culture
red tape
Ugh! Does it ever end? Ever since I've entered college, I've been mummified in red tape. "You can't take this class because ___________." "He can do it but you can't because ____________." "You can't student teach there because ____________." "You should change majors because ______________." I'm so sick and tired of it!!! If I had listened to one word of favoritism and red tape that I heard at college, then I would have been kicked out a long time ago. Of course, my not listening to the department on any of those statements above probably caused me to go on many hate lists, but if I hadn't, I wouldn't be where I am now. The music department changed as soon as that one professor left and the other one came. No offense to either of them, because I respect those two professors more than the rest of the department, however, it's just changed. I don't like what it has become, and neither have several teachers that I respect either.
My student teaching AWAY from the university is wonderful, and I'm glad that I've learned to work the system that is higher education to know how to make it work towards my advantage so that I can actually LEARN something other than how to walk from one department office to another and fill out PAPERWORK. I guess part of this anger and resentment towards my soon to be alma-mater is because of my mentor's reaction to the red tape that I've been going through (my mentor is my high school band director - phenomenal educator and the person who influenced me to go into music ed). Oh yeah, he heard the same red tape that I heard. Guess what? He didn't listen either.
Other than the red tape, today wasn't so bad. I really don't mind the eighth graders as much as I thought I did - they're shaping up nicely. There are a couple of musicians who I have begun to work with in smaller groups to bring to where they should be, and it will hopefully show in rehearsals now. Percussionists are still a handful, but they've now seen me use "the look" to them and they stopped doing whatever they were doing, and then they did something else and SCT responded with the same look. I feel bad for them because they are fine musicians and are pretty much being ignored (poor percussionists), however, they need to learn not to act out.
Then, I was observed again today. Went well. There's a couple of areas to improve in. Plus, I think the next two times SP comes he'll be either watching lessons, or a marching band rehearsal. Fun.
Taught a really good saxophone lesson today - actually a couple. I love playing duets with the students because it raises their musicianship levels, makes them sound better, and gives me a chance to play as well. It really relaxes me when I can hear/partake in good music, and it makes my students happy as well (because then I'm happy). I wish more of my lessons that I teach would be like that. Instead, it's just students telling me why they didn't practice yesterday (my response is "What about the other six days of the week?").
Slow day though - several students didn't show up, and we didn't have jazz band or other big rehearsals. Had two eighth grade sectionals - that was a little long for SCT, but I just tried to stay awake (you have to admit that it takes talent to fall asleep during an eighth grade brass sectional).
That's all for now. I'm sure there was something else I wanted to say, but I just can't remember it now.
long day
I just got back from school/DMS about half an hour ago, forced myself to eat dinner, and am now going to spend the next two-three hours planning for tomorrow and doing paperwork (including this). I knew that there would be work to working, however, the whole private lesson thing is getting to me. You would think that students enrolled in private lessons would practice, as they are taking time from their schedules and money from their parents to partake in these lessons. Well, a few of my private students practice a little, and others don't practice at all. My students at school practice more than the private ones, because their grades depend on it. I'm sick of interupting my time at school to rush over to teach students who are wasting their time, mom's money, and my time. I want to drop them, but part of me tells me not to.
I guess part of me is expecting to find a student that was like me. True, I didn't always practice and there were problems with my playing (eg: tendonitis leading to the other problems), but I was worth it. Between my students at DMS, CHS, and CMS, there is one student at the caliber that I would really like to teach. The other option is to get my masters and try to find a college job. Even then, most of the students would be the same (how many college students where I went actually practiced? not many). Like I said before, at least the threat of grades is enough to get some to practice.
In other teaching fronts of similar nature, it seems like music has slid from being a core-curriculum class (if it ever was) to being an extra-curricular activity that meets during the school day for credit. With budget cuts nowadays, this is even more true. Gone are the days that students go to band to learn about music and perform, instead, they just want to go and take a class where they will have fun. An easy way to remedy this is to have two ensembles set up - one for playing harder music for students who would want to work for it, and another set up for students who just want to play for fun. An even easier option would be to start the kids younger so that they have time after school and on the weekends to practice. I spoke with one student today who enjoys playing, and loves it, however, he knows that he won't partake in music after high school and he doesn't have time to practice right now because he's trying to earn money for school and car insurance. Story of every student's life. I don't want to deny them music, but at the same time, music is just a fringe benefit of being in school in our country today. In European schools, most students learn an instrument in an after-school program. The US is relatively unique in the fact that music education is part of the core-curriculum.
The teaching band part of teaching band is everything that I thought it could be. The teaching lessons part of band is generally the same. The part I never expected when I chose the school and the major was the parents, advocacy, politics, grades, sports, red tape, meetings, and meaningless activities that have nothing to do with education that take place in schools. I enjoy teaching, it's just that I can't spend my free time outside of a school doing it anymore. I like having free time, especially since I didn't have any in college.
Ah, free time.
Back to the homework.
Friday's update
I suppose it's time that I sit down and comment on Friday - the day I went back to university.
Friday was awkward and bittersweet. I arrived early and ran into a good friend whom I hadn't seen for several months. We talked and I invited him to the music ed lunch we were going to do later that day. It was really nice to see him, especially since I didn't think I would really see anyone that day that I would recognize other than music ed student teachers and a few professors.
Walking around campus was different too. I was in teaching clothes, because wearing jeans/t-shirt/jacket is now officially awkward. I walked differently from the other students, I looked differently, and even moved differently. Even though I'm still technically in college, I looked, acted, and felt like a non-traditional or graduate student. This is my sixth year in college, and I'm looking ahead to another one or two spread over the course of several years (more on that later).
I got a new ID card as well so that I can use the library when I'm on campus. Thankfully I didn't have to pay for it, but I had to surrender my old card. It doesn't make sense; all that work and hassle of getting a new ID so that I can use it maybe once. I'm not really going to any concerts, or eating meals on campus, or going to games. I might need it at the library, but everything I've needed there so far I can just use a copy machine for (with change, and no copy code).
It looks like my semester's registration will finally be fixed as well. I am enrolled in a class that I don't need to be enrolled in and won't be graded in, due to only one student teaching placement only. That's good. Unfortunately, my motive for going to the NFAC was thwarted by the fact that no one else was there, and the Sinfonians didn't have any coffee (SCT, this caffeine addiction is your doing!) because the Sinfonians weren't even there (that I could find).
The lecture portion of the class was okay. I have more work to do on my portfolio, but it's just scanning in items and finishing paperwork. Paperwork. There's a computer game my dad plays, Sim City, where there's an option for a "Paperwork Reduction Act" that is supposed to reduce the demands on the city somehow, but it just increases it. From what I gather, any field I go into will have that paperwork, and even more if you try to get away from doing it. I currently am attempting to fulfill the paperwork via low-tech means: pencil to paper and US postal service. I found out that the paperwork needs to be posted to my e-portfolio for the class, so I get to re-type those now. But, once I recreate the form, it will be easy to just fill in the blanks and go from there.
One good thing about the class on Friday - we found out about a new way to access the university servers from off-campus called Remote Labs. It works pretty well. The process of accessing a computer over fifty miles away is a little sluggish, and the HTML acts a little off, but it is faster than downloading/uploading the portfolio each time that I need to change something. That includes mapping the network drive and setting up the VPN connection as well, as this new computer doesn't like to keep that in its memory somehow.
Lunch was nice though. My friend from that morning didn't show up (he's pretty busy anyway), and I wish he had since it was one of his favorite restaraunts where they had sushi. Turns out most of us are student teaching in districts away from the university with the furthest one being a three hour drive away from campus. Most of us are a half-hour away. We all felt awkward being back, and several of us are ditching graduation to sleep-off concerts from that same week.
As far as next semester goes, it will be nice to finally be out of school, but that means trying to find a job. The best bet will be (for now) where my mom works, I just have to go through her medical terminology textbook and notes. I'm already looking at where to start graduate credits for the graduated licensing that is happening now through PI-34. There's a class through the university that I want to take that is overseas in London that deals with educational settings in other countries. It looks interesting, but I don't know if I have the money for it yet. I'm also looking at taking some science classes as well. This whole idea that popped into my head this summer (eg: too many of my friends/students have suffered injuries from making music) is slowly taking over my free time and I can't let go of it. I realized that over half of my private students, high school age and younger, are having problems from making music already. Over half. That's not right.
I spent the afternoon mapping out my possibilities to fix that problem in my mind, and the music ed degree is just the start.
Just the start.
That means more school.
Later.
Performance Pulse
From the monthly bulletin,
Performance Pulse, of the International Foundation for Performing Arts Medicine (
http://www.ifpam.org/newspr.html):
PAIN Should NOT be Ignored
In a questionnaire mailed by IFPAM to over 200 percussionists, a question asked whether it was OK to experience pain when learning something new. Much to IFPAM’s dismay, an alarming amount of individuals answered “yes”. This philosophy will almost guarantee an injury. If pain is your body's signal that something is wrong, then how could it be good? This is especially true for instrumentalists. The human hand cannot tolerate the same stresses that other body parts do endure. If you try to ignore too much, usually you will have swelling in your hand. This in turn will lead to tightness and when the hand is moved again, it will hurt. And so, the vicious cycle continues....
To prevent injury, it is beneficial for artists of all disciplines to improve their total body fitness by exercising and cross training to maintain and improve overall physical fitness, i.e. participating in a number of different exercises. Rehearsing for a show results in adequate physical endurance for the length of that show but not necessarily for the next gig. It is better to ‘practice’ exercising for a longer length of time. -NP
simple pictures - a late night rambling
I saw a picture the other day. It was nondescript, something you'd see everyday here in Wisconsin. In the picture, there were a couple of bulldozers, some men in hardhats, and a newly formed roadbase. There was nothing different about this picture. In fact, it looked like a place where I would want to spend some time to get away from everything - warm sun, country air, hills, those kinds of things. Then I read the caption and it hit me. The picture was of servicemen in Iraq and it was taken fairly recently by one of the teachers in our district serving over there.
It is odd when we begin to take pictures for granted. So many times, a picture tells us a story, be it fact or fiction. However, picture after picture bombards us on a bright television screen until they blur together and you callously assume that it is just another picture of a life. You forget that there is a war going on, that people are dying, that people are fighting for their nation, religion, etc... . Pretty soon, you realize that life goes on. You get up, go to work, come home, go to bed, and the process continues. That little box in your bedroom, living room, den continues to flicker night after night with more pictures, more stories to confuse you.
Time travels on. It seems like yesterday that I just entered college, walked into the dorm room, went to a party. Things that now seem so trivial seemed to matter the most at that time, and in a way they still do. Memories flood through our minds night after night on the twilight of our slumber, and all you can do is push them to the side. Lives go on. Countries go on. One superpower tries to dominate another as history repeats itself.
Being in the twenty-something generation, and having attended college, I know that this will continue until someone has the sense to find a way to pull our troops out. Then, there will be a period of peace, and when my generation is old enough to gain political control, it will repeat itself. It always does. David versus Goliath. It's just a matter of knowing which is the giant at the time.
In a way it is almost comforting knowing that our history will cycle itself around. You know what to expect from the next president, the next chapter in our country's story, as it is always the same. I remember in high school wanting to grow up and lead an adventurous life, wanting to have days that would be unpredictable. Now, I take comfort in the fact that I know which county I will be in next weekend, what I will be doing tomorrow night, who I will see in the morning. I used to scoff at people who were willing to live a life without surprises. Now, it is comforting to know what will happen next. Students grow up, graduate, have families, and pretty soon the children of those students are your students. Sometimes when I see the kids passing in the halls or practicing for their lesson I wonder what will happen to them over the next ten, twenty years. I see them as people I know now - they each remind me of other people I have met before. I can see them as adults, or even just high school seniors, looking back on their days in band. I hope I make a difference in their lives.
Maybe I just need to ramble, maybe I have a point. However, it is interesting to see what one little picture can do. Before the realization that the picture was from Iraq, the war seemed distant. Yes, I knew that it was going on, however, it seemed to be just another story on CNN, much like Katrina/Rita or any of the politics in DC. After seeing an actual picture that is connected to me somehow, it seems more real. I know people serving in Iraq and Afganistan. The downtime is spent as it would be spent in the US - surfing the internet, playing sports, partying, watching movies. The only difference is, the picture that I casually looked at one morning, the story in my mind, is their reality. Bring them home. We support them, and we hope for their safety, however, bring them home. Let them fill their albums with pictures of family, not warzones.
Maybe it's maturity, or maybe it's the fact that I'm ready to fall asleep for the evening. I'm not sure, however, I do know that we begin to secure ourselves in the small worlds we create among us. University students assume that life should be the way it is at the university. The most important thing is finding a decent meal and passing classes. High school students assume that the world exists around that school (and ironically, their priorities are about the same). Middle school students - well, we won't try to change the world yet on that.
It's just amazing the fact that each person's story over here is unity in a variety - the basic plot outline is the same. However, it's the small details that go unnoticed that are amazing. One of my students is in a rock band (and is promising me a copy of her demo). Two want to continue in music education (and I am there constantly waiting to answer any question). Another is planning to get her graduate degree in Finland. These little details don't really change much over time, despite what is happening on a global scale. Students continue to be students. Parents, parents. Teachers seem to be an almost unchanging truth in rough waters, a beauty of knowledge that holds together hope. There will always be teachers there for students to rely on. Life goes on, the teacher teaches and observes, passing that knowledge on to each generation as it enters the class.
long day
Ever have one of those days where the time just seemed to drag on? And you didn't really have anything to do? Well, it was one of those days where our school seemed to have gone through the Twilight Zone or something. I mentioned half the day earlier but I didn't mention the part that convinced me that there is some major event happening that no one knows about: the eighth graders were wonderful.
We went over to the middle school for eighth grade band as always (and drove?). We got there, and they played well, didn't misbehave, and even the habitual truants showed up (which means that it's definately cold outside). The percussionists were respectful to SCT and I, and everyone was cooperative. Either the weather has gotten to them, or the fact that midterm was yesterday has. The high schoolers today acted the way the middle schoolers usually do. Definately the Twilight Zone.
Then, tomorrow I get a "day off." I have to go to the university for a class, which means skipping a rehearsal and several lessons that I don't want to miss. Oh, and finalizing mid-term grades. I'm going to miss that. Each time I do something with grades I feel more like a teacher. That reminds me, I need to e-mail SCT to add a grade to the book for a student. I'm also going to miss the fact we're reading the Curnow arrangment of Russian Christmas Music (watered down from Alfred Reed's). I love that piece. I want to play that piece. I might even be on bassoon for it, we'll see on that one though. I'm going to miss seeing the sleepy students trying to wake up enough for band. Instead, I have to get up at the same time as normal, drive an hour, run errands around campus, and then sit in a hot stuffy classroom without a computer for the morning listening to a professor talk about I don't know what but it's probably going to be something I don't want to hear. Then, I get to sit in a computer lab for two hours doing nothing because about twenty or more people will be sharing the same scanner. Lots of fun.
I'd much rather go to school tomorrow than the university.
score study
One of the pieces of music that we are doing for the concert is
Festivo by Vaclav Nelhybel. It is a wonderful work, ironically graded as a B level (2-3 about). I say ironically because it is difficult to conduct. I know I'm still young, but this is several steps above any band suite by the English composers, or even some of the pieces by Alfred Reed. I'm up for the challenge, however, taking the time to do sufficient score study is hard. I thought I did enough, but suddenly, I need to know more. I need to be able to be inside Nehlybel's mind almost.
Also, I can't decide if the piece should be more jubilant or warlike. Nelhybel describes it as "...an overture type composition in which the woodwinds and brass are constangly confronting each other like two antagonists in a dramatic scene." Great. Dramatic scene. So, make it like a fight scene in Shakespeare? If so, which work by him? I've tried to research it, however, I've only found one article on the piece and little on Nelhybel. Even then, the article is not online, so I'm once again limited.
I miss having access to a good library system. Even though the one at college wasn't the best, it was far better than the run of the mill community library. I could at least get things on inter-library loan easily. I've gone to three separate libraries in this area and have gotten nothing.
Another thing I'm encountering is the fact that I'm mirroring my hands as I'm up there. If I try to get away from it, students then get lost. However, there's so much that needs to be cued that I need to get away from mirroring so that I can cue.
I'm glad I'm up for a challenge.
podium time again
Just finished the first hour rehearsal and did some copies afterwards (page turns). Yikes. I tried to not talk as much today as before, and not only did I talk more, but I was completely uncomfortable and lost probably 75% of the group. This is the first time I've been told that I talk too much - both by SP and SCT. Previous classes, I was never told that, and so I'm wondering if this is a new habit, or if it's just gone unnoticed. This is so hard!
The other thing is that I need to give them a reason why we stop. I stop so we can stay in a specific section. Maybe I need to say that. I stop to fix things - which I think I tell them. Ugh. Why is this happening now? I didn't have a problem in CBD's classes with this. Why now?
I want to find a room, hide in it for awhile and then emerge refreshed and ready. Then I'll go and drive to the university and find some of my former profs and talk.
I guess I should have expected this after dreaming last night that this was going to happen today.
the biggest day in music education
Today was Pizza Delivery Day!!!!!!!! The Biggest Day in Music Education that EVERY classically trained musician LOVES!!!! (Hey, I've got several of my next meals planned for awhile!) The group that sells pizzas with us is really good to its schools and its teachers - everything is set-up for delivery ahead of time and they really do all the work. All you have to do is display a poster, setup a time for introduction and delivery, and then sit back and eat pizza. The only big this is to remind the kids to pick up pizzas and have parents ready with vehicles. All but two band students picked up their boxes, which is pretty impressive.
It's also concert season now, meaning it was a very musical day. Away are the uniforms and marching shoes, and in are the folders, stands, and good music. Yesterday was the official first rehearsal of music, and it went okay despite being observed. Today went much better as I was in the percussion section all day. Ironically, the music SCT and I selected for the rehearsal was all sacred-based music. We have no idea how that worked out at all. However, one of the pieces was one I'll be co-conducting at the choir concert and another was one my college band director did with us last school year (On a Hymnsong of Philip Bliss). Actually, SCT told the band about CBD (my college band director/conducting prof/mued prof) . CBD came and did a conference honors band last school year at that school where they played one of the songs we played today. SCT continued to tell this story about how CBD told the ensemble that day to watch him as he was not going to conduct the piece the same way. I got to listen to the recording of that concert following the rehearsal and it was wonderful to hear it as it was one of the more musical renditions of it that I've heard in awhile. Plus, I love the piece and CBD is a gifted conductor.
Jazz band went well also. We got the new charts in for the next concert and there are a couple of good teaching pieces in the batch. All are re-arrangements of older standards, so we'll be able to introduce the students to the literature and the language. We also had the guests from Germany with us this week. Monday brought two guests, and today brought most of the twenty. So, we put on a mini-concert for them. I played with the altos and SCT was on trumpet. There were times that we did rehearse and teach, it is still a CLASS after all, however, we ran a couple of charts for the guests. I love having an audience in a rehearsal, and here is why. When students know that there is an audience, they suddenly start playing at a higher level of concentration. Most of the time, everything then lines up and real music is made, however, there are still times that the additional pressure throws the students off. That's when there's trouble.
Choir and band are combining to do Hallelujah Chorus for the choir concert, and not only did we rehearse that today, however, the choir did as well. So, I sat in on part of the choir rehearsal and managed to get MANY questions answered. Turns out that RS (the choir teacher at the high school) is taking the areas that have a tutti ensemble line at a piano dynamic. This changes my approach to the score study.
Off to do more score study. Which is in the car. Outside. I'll just get up a little earlier tomorrow.
long day
Wow, being observed this morning really took it out of me for the rest of the day. Not much happened after first hour, other than I learned the hard way to lay off the caffeine a bit. I get to go to a convention in November for the school district - it's meant for solo and ensemble festival which I'm getting trained into more. I've done all the scut work for the festival on the day of the festival, however, I haven't done any of the lead-up work prior to the week of. So, they're training me into it, and I get to see the new center for music education near Mad-town which just opened two weeks ago. I'm excited about it; it is a center created for the educators in Wisconsin to use for anything that they might need. It has several libraries, recording studios, rehearsal rooms, etc..., everything you would need for teaching music is there at that building. I'm hoping the concept stays around for awhile because it is definately something that I'm planning on using, especially if my budget is lower.
Well, I really just want to get to bed.
observation #1
Well, I just saw off SP for his trip back to the university after my first time being observed. Wow. I need to get back into swimming or weights or something through the Rec Center here at school. My arms were already tired five measures into the piece, and now my hair is soaked as well. It would help if I didn't force the baton so much.
The only negative criticism that SP had was that I still talked too much. Oh well. That's something I need to keep working on. At least I got a good comment on my eye contact; apparantly my head wasn't buried in the score. I still keep comparing myself to my conducting professor - that's the level that I want to be at right now, and it's driving me nuts.
Gotta go - time to teach a lesson.
a student
I forgot to add this in earlier.
I have a student. A wonderful student who I enjoy teaching; she's talented and could easily out-play anyone in her section. However, she's hypercritical of herself and because if it doesn't believe that she can accomplish anything. She'll tell me in her lessons that she can't play something, go to play it, play it correctly, and then pick apart one tiny little thing that she thought was off and say "See, I told you so." Then I say, "Told me what? You just played it correctly." The entire lesson is like that.
Today, she had SCT for her lesson and I sat back and watched. She did the same thing and I just wanted to yell to her that she was perfectly capable of doing this. She went off on a tangent and SCT (who was outside the bandroom) asked me afterwards what had happened and why she went off like that.
It is so hard for me to see a student do that to herself. I want to help her, but I don't know how. SCT told me that more than likely she'll find her own fate on her own, which I agree with, because the system is not set up to help out people who need "just a little help." Instead, this student, who is smart but lacking confidence, will fall through the cracks and probably end up in the last place she wishes to be. I've told her that if she ever wants to vent that she should come and talk to me and that I would listen. I hope I can get through to her, because if I can it will be wonderful. If I don't, then I will know that I have at least tried. However, I just want her to succeed.
the petri dishes
One month in, and I'm sick again. I enjoy teaching, the students, the music, but those kids need to learn to practice preventitive measures against GERMS!!! About half of the high school band is sick, my parents are sick, my mom's office is sick, and my grandma's apartment building is also sick. So, I went through the day with a combination of withdrawal from cold medicine and aleve along with a sore stomach. Not the ideal setting for dealing with the eighth grade petri dishes.
The high school petri dishes aren't that bad. Well, most of them. There's one that's really annoying to both me and SCT, and I always get stuck teaching that lesson. It went well, but it was right after two hours of the eighth grade petri dishes, and the only way those dishes remember anything is through continual repetition. Gotta love the toxic waste dump of hormones during puberty. I've figured out that the main reason the dishes behave that way at that age is due to hormones. Girls have been noticing boys for awhile, but none of the boys are mature enough yet. Then, some of the boys are just getting to the point where they like girls, a lot. Those are the boys that pick on the other boys for either having crushes, girlfriends, or not having gone through puberty yet. Throw that entire group together, stir in a very relaxed learning environment, and an environment that does not detain for problems, then the resulting formula is not a good one.
However, one good thing is that if I do end up at a middle school (I like them in smaller groups), I have the hope and the promise to myself that things will be run the way I want them to be run. SCT and I were talking about this today. He mentioned that the middle school band serves as both a feeding program for the high school, but also a place where the fundamentals are taught. A good director of that age-group will be able to do those things as well as keep peace with the students. SCT also says that it takes time for the students to adjust to the new teacher. So, there's still hope for me if I get into a middle school situation. I like that age group for the fact that more of them are enthuesiastic about band still at that age. By the time they get to high school, a lot of them are hardened into having to follow core classes and prioritizing other things before school. Middle schoolers are just starting to explore extracurriculars, so getting them into band is easier because they want to explore it, and they are more apt to follow-through on the expectations for their grade.
I do know one thing, if I keep getting sick like this, then there's a good chance I'll go into music business instead. I was healthier when I worked at Wal-Mart than I am now.
the day after
Well, it's the day after homecoming, and I am happy to report that I have not had to clean up anything in my yard. I've never crashed so hard from events though. All I've really done today was try to find an article from The Instrumentalist about score study on Nelhybel's
Festivo. No luck. So, I've just been relaxing and doing little things around the house that needed to get done. Oh, and now there's four beetles on the outside of my window; the worst part (jokingly), is that they're not in step.
I've also been working a bit more on my future band handbook for wherever I teach. Not that I wish to change the program entirely, but it's just a way for me to keep track of rules that I want to enforce and guidelines that will help my future students. I now also enjoy marching band more than I did at the beginning of the semester. I went to call TS to tell her about the gigs, only to discover that the slip of paper with her phone number on it is at school right now. Sorry TS.
Looking forward to Monday with the exception of the fact that I'm already hearing students complain about their chair placements. My music ed prof had a good idea when he told us about blind auditions, and that's what I'm going to do eventually. That way, students know that their auditions are based on ability and not popularity (not that they are based on that ever). Something that I did notice though when SCT and I went through and did the assignments was that there are some students who have the talent but not the responsibility for where we placed them. At the same time, there are students who have the sense of responsibility for the placement that were still placed below students who were more talented. So, looking back at my previous statement, is it right to assign chair placements solely on the basis of talent? I'm beginning to wonder. I like the idea of the blind audition, but knowing that the same procedure would/could place irresponsible persons in places of power also scares me.
Wow, all that from a quick update.
