10/30/13 Today I completed my music observation at the Mineral Point Elementary School in Mineral Point, Wisconsin !

t the school, I observed a second "rade class under the "uidance o# Mr $e##rey %avid Mr %avid&s classroom 'as a very open and 'elcomin" space It 'as instantly made clear that the students had respect #or Mr %avid !ll o# the students 'ere cheer#ul and happy at ()00 !M to be in music class The classroom 'as neat and or"ani*ed yet open and 'arm !t the #ront o# the room there is a SM!+Tboard and ,eyboard The students are "athered in a circle in the center o# the room #acin" the SM!+Tboard 'here they be"in their instruction In the #ront corner o# the classroom, there is a piano -ehind this piano, there are lar"e amounts o# stora"e 'hich house many instruments and the children&s te.tboo,s /n the #ar side o# the classroom there are tables #or the occasional table 'or, -ehind the tables there are 'hite boards, one blan, and one 'ith sta## lines !lon"side the bac, o# the classroom there are boo,shelves holdin" other music materials and the classroom&s set o# .ylophones In the opposite bac, corner, Mr %avid&s des, sits in #ront o# a drum set There is additional stora"e on the last 'all as 'ell as a decorative bulletin board !s I had mentioned prior, the center o# the classroom is open The children sat on carpet s0uares in a circle to occupy this open space The item on the a"enda #or the day 'as a short Pre*i on 1ran* Schubert The Pre*i 'as brie# in outlines Schubert&s li#e, and provided e.amples o# three o# his pieces I 'as surprised to see ho' e.cited the students 'ere to learn about Schubert I ,no' that history can sometimes be a challen"in" topic to ma,e #un, but Mr %avid has clearly instilled this in his students !s Mr %avid be"an to play a symphony Schubert 'rote at the a"e o# 12, one o# the students as,ed, 3is this the creepy one45 I thou"ht the comment 'as interestin" and didn&t pay much attention to it, until Mr %avid played the second piece, 'hich 'as indeed, rather eerie I 'as shoc,ed that some o# the students had remembered that Schubert had this eerie symphony The students 'ere so ,no'led"eable about the sub6ect, and e.cited about 'hat they 'ere learnin"7 They had many many 0uestions #or Mr %avid about Schubert and in "eneral throu"hout the lesson !#ter Mr %avid had #inished presentin" his Pre*i about Schubert, he transitioned into a di##erent activity Students 'ere directed to "et te.tboo,s and return to their carpet s0uares They san" a son" and tal,ed about it&s melody Mr %avid "uided a discussion about ho' the melody chan"ed throu"hout the son" In the be"innin" o# the son", there 'ere three notes that repeated over and over !t the hi"hest note, he instructed students to place their hands on their heads !t the ne.t lo'est note, the students 'ere supposed to place their hands on their shoulders, and at the ne.t lo'est note their hands on their 'aist They san" the son" 'hile movin" their hands The class did this three times and then tal,ed about ho' the melody chan"ed Mr %avid told the class to turn their #in"ers into paint brushes and 3paint the melody 5 I thou"ht this 'as such a cool 'ay #or the students to thin, about a melody and model it !t the end o# the class period, the students participated in one last #inal activity Mr %avid played the son" on his "uitar and the students 6oined hands and san" the son" !#ter the son" 'as played and san" throu"h once, Mr %avid added some actions to the son" The students had so much #un 'ith this activity, they 'ere all smiles and "i""les7 I 'as so "rate#ul #or this e.perience and to see ho' much these students love music Mr %avid is a 'onder#ul teacher and this is evident throu"h his interactions 'ith his students 10/31/13

Today I returned to Mr %avid&s music room -ecause I 'as there 6ust a day prior to this observation, I 'ill not "o into detail re"ardin" the classroom surroundin"s 8o'ever, I 'ill "o into #urther detail concernin" some techni0ues that Mr %avid used throu"hout both days o# my observations that I 'ould consider incorporatin" in my o'n teachin" Mr %avid utili*es the 3Sho' me 1ive5 method When Mr %avid raises his hand, he 'ill say, 3Sho' me #ive,5 or 39ive me #ive 5 !t this time, students raise their hands as 'ell and listen to 'hatever it is Mr %avid has to say I# students continue to tal,, Mr %avid 'ill count do'n #rom : to 1 These are 6ust simple 'ays to ,eep students on trac,, 'ithout interruptin" the #lo' o# the classroom !nother tip that I have ta,en a'ay #rom observin" Mr %avid&s 'ill be use#ul 'hen I implement sin"in" and son" into my classroom Mr %avid typically says somethin" alon" the lines o#, 31, ;, ready sin"75 to cue students to sin" ri"ht 'hen they need to We learned about this in our class too and I can see 'hy this is so important, especially 'hen 'or,in" 'ith youn" children /ne last thin" that I really li,ed about Mr %avid&s classroom mana"ement 'as ho' he made positive e.amples out o# students in his classroom When students are tal,in" out o# turn, he 'ill say thin"s li,e, 3I really li,e ho' <ancy is sittin" so 0uietly ready to learn 5 Every student in his class 'ants to be made an e.ample o#, so 'hen he ma,es comments li,e this, the students instantly mimic the desired outcome It&s 0uite ama*in" to see actually7 In todays observation the students #ocused on)