Westminster Choir College of Rider University Music Education Department ME 171: Critical Pedagogy I Off-Campus Observation Map Your

ur Name: Drew Michael Brennan SBN: 41 Name of School: Newark Boys Chorus School E-Mail: Brennandr@rider.edu Town: Newark State: New Jersey Class: Apprentice Choir & Boys Chorus

Name of Teacher Observed: Mr. Sanflippo, Mr. Morris, and Ms. Foster Grade(s): 3th-8th Observation Date: November 21, 2011

Time: 9am-11:45am Date Submitted: November 28, 2011

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

This environment seemed to lack energy. The students did not seem to enjoy singing, but did it simply because they were required to. The teaching environment was tense, and less than motivating. All of the educators in this institution seemed only to be interested in achieving the result, as a consequence had little-to-no interest in the students spiritual, personal, or musical growth. The majority of the students in the school were African-American with the exception of a few of Hispanic and Asian descent. The ages of the students ranged between 6 and 10. Because we observed two classes we had the opportunity of gleaning from three educators. Mr. Sanflippo was Caucasian, appeared to be in his late forties, and was a very interesting music educator to observe. Mr. Morris was of Jamaican descent, seemed to be in his mid-fifties, and taught wonderfully. Ms. Foster was of African descent, looked to be roughly 25 years of age, and was a very strict educator. The environment these educators created caused the students to be reluctantly involved. They did not look engaged, nor did the students seem to enjoy themselves. The energy in the room was underwhelming, and the students appeared to be bored. The first class we observed was Mr. Sanflippos Apprentice Choir. This class was the younger choir composed of 4th and 5th graders. It seemed that he had one main goal during that session. He longed to memorize, and perfect, Children Go Where I Send Thee. In order to do so he was extraordinarily focused. He used a great amount of discipline in his practice. When a student appeared to go off task he would immediately call them out and rebuke them. He did not allow the students to finish the piece if a mistake was detected. In order to help memorize the piece, he requested that Shalanda, Vinroy, and I sing with the students. He placed each of us with a different part and

What were the teachers goals for the class/ensemble? How did she/he act on those?

allowed us to sing with them. The ending result was a memorized piece. The second class we observed, Mr. Morriss Concert Chorus was very different. This choir was composed of 6th, 7th and 8th graders. The goals that this teacher set were primarily to rehearse a piece. In order to do that he had them warm up, and perform the piece.
What teaching/rehearsal strategies did you see? What was the learning sequence?

The learning sequence and teaching strategies used by each educator complimented and at some points mirrored each other. Mr. Sanflippo did a lot of demonstration. He demonstrated desired vowel formations, effective vocalisms, and good intonation. If he detected a mistake in intervals he would incorporate solfege to correct it. In order to get the students to breath correctly, he would have them lip trill certain phrases that the choir found difficult. If something went wrong with the piece, he would begin a brief dialogue between the choir as to what went wrong, and have them fix it. Mr. Morriss Concert Chorus mirrored that class in many ways. The biggest difference between the Apprentice Choir, and the Concert Chorus was the warm ups. Ms. Foster had the choir warm up. While warming up she addressed each students technical issue in a very direct manner. Immediately correct posture, and keeping the tone pure. Mr. Morris began the class with simply running through the piece. Unfortunately I had to leave early to attend a class of my own, but the things we observed while there were helpful. Like Mr. Sanflippo, Mr. Morris immediately corrected a bad tone. After having made the correction he would have them run the trouble section again. This lesson I found to be very interesting. There was not much pedagogy used in these teaching practices. I firmly believe that this lesson was missing compassion and understanding. It was focused around discipline, and achieving a certain sound. While I celebrate the result, I disagree with the way in which the music educators arrived at the result. I believe that anything musical should be about the cultivation of the human being as a whole, not just a sound. While this method works for many, it also fails for many. It tends to shut students down and makes the musical experience un-enjoyable. Secondly, I would not call students out individually in a condemning way and make a spectacle out of it. While rebuking ill-tempered behavior is necessary, one must do it in a way that honors the students dignity. There are ways to communicate a rebuke without belittling the student.

What would you do differently? What was missing from the lesson?

What evidence did you observe that would indicate that the learning goals were met?

Evidence that I observed learning goals were met in Mr. Sanflippos class was the moment when the choir was able to perform, Children Go Where I Send Thee, without being stopped. This was the moment where all the work of the period paid off, and the students were able to celebrate the fact that this piece is now performable on a note and rhythm level. Of course there was much to do in terms of dynamics and interpretation. But, choir now got two of the greatest challenges out of the way. Other than this I did not observe any other evidence. Evidence that I observed that learning goals were met in Mr. Morriss class was corrections being made. The goal was to rehearse and clean a piece up. That was exactly what he did. For example, at the very beginning of the piece a male soprano was having an issue with singing a note which distorted the timbre of the choir. After Mr. Morriss rebuke the timbre was restored and the sound once again became pure. It is my belief that the very act of singing has a lot to do with critical thinking. What I noticed about the second choir was the concentration on technique. I saw many students correct their posture, and think about how they were singing. For example, periodically I observed a younger student continually adjust his posture after slowly slouching in his chair. This tells me he was thinking about how to sing and what contributes to a healthy sound. This mindset was common among the choir. I observed critical thinking on Mr. Sanflippos behalf when he requested that Shalanda, Vinroy, and I sing with the choir. This tells me he was actively thinking about what could help the choir improve their sound and memorization. An act of critical action on the educators behalf was calling the students out. In order to determine a student is not focused an educator must first think through why there are not focused and then make a choice to rebuke the student. Calling out a student and telling them, You need to focus. Is a most certainly a critical action. National Standards I observed were singing alone and with others, improvising melodies, and reading and notating music.

What evidence of critical thinking, critical feeling and/or critical action did you see?

What National Standards did you see?

How did students engage in the classroom? What was happening at the time when students were really focused?

The students in the first class did not seem motivated at all. It appeared to me they were singing simply because they were forced to sing. I did not get a sense of joy at all. The energy in the classroom seemed to lack immensely and it showed in the sound of the choir. When the students were really focused I noticed the sound improved immensely, and they seemed to smile a little more. There was a tad more energy in the room. The second class seemed to be rather focused and engaged. They seemed to be enjoying

the music they were singing, and joked around with their peers in regards to the music. When the entire ensemble focused the sound was extraordinarily pure. It showed on every one of the students faces that they were focusing on the music.

Describe a "teachable moment" that you might have witnessed.

The moment that I found quite inspiring was when Shalanda, Vinroy and I were asked to come up and sing with the choir. I found this idea to be quite innovative. It made the choir feel much more comfortable about the piece they were performing, and it truly helped them memorize it. It not only taught the students the piece they were doing, it helped us become more comfortable with the choir. Other than this moment I did not find anything else to be a teachable moment.

What positive comments might you make about this lesson/rehearsal? The lesson plans in both classes proved to be very organized, strict, and determined to be accomplished. I praise both teachers for consistently achieving goals that they set. It is very inspiring to see students grow in their musicianship, and learn repertoire at such a rapid pace. Both educators taught good vocal technique and reinforced good musicianship. Not only did they accomplish their goals, but kept the choirs very focused and disciplined.

What constructive comments might you make about this lesson/rehearsal? Every rehearsal has good and bad things about it. Some of the things that I did not entirely agree with were the way the teachers talked to the students. Most of the communication was very condemning, and belittling. They

called the students out by name, and made a spectacle out of their rebukes. For example, a student was not singing as loudly as the others and Mr. Morris called him out by name and had him sing by himself. This kind of rebuke I do not agree with. It puts pressure on the student and embarrasses them. You need to operate with understanding, and compassion as an educator. The phrase that Ms. Foster used that I completely disagreed with was, Do not waste my time. This kind of talk shuts most students down. You should not assume you are better than your students are less than you. I long to see these educators teach with much more understanding. To see these educators be more student-centered and be much more invested in the process.

What is your overall assessment of this teacher, the students and the lesson/rehearsal? My overall assessment of these teachers is they are capable educators that have taught for a great amount of time. They have great ideas, and vision and have fantastic intentions. This class was a very good class in terms of sound. The sound of the choir was very pure, and pleasant to listen to. Although they seemed to be unfocused, the music helped them to be together and focus.