Michael Parker

MUED 380
Jesse Rathgeber
10/9/16
Practicum Observation #1
Location: Stone Spring Elementary
Grade Level: 3rd grade
Block period: 9:45-10:45
Teacher observed: Niki Miragliotta
Teacher:
- Maintained focus of students from the very beginning
o Had specific way for students to enter the room
o Had necessary materials ready to go at the beginning of class
Microphone/headset
Necessary music
Whiteboard & markers
Posters used for later activities
Orff instruments
- Introduced observer and welcomed him to join in activities
- Began class warm-up promptly
- Encouraged playfulness and laughter in the class
o Asked students to act things out
o Pointed out when some things seemed silly
- Sat with and participated in activities with students
o Seemed more like a facilitator rather than strict instructor
- Worked in assessment of student knowledge from very beginning
o One exercise focused on rhythm syllables and dictation
o Walked around and checked students cards to assess
understanding
o Even gave them chance for rhythmic composition with their
cards
- Transitioned between activities with songs
o Songs acted as countdowns for when students had to be done
cleaning up
- Very effective at classroom management
o Gave compliments to students who displayed good attitudes,
singing voices, posture, etc.
o Used good behavior as example for the rest of class to follow
o If students acted inappropriately, she made sure they knew what
the better choice would have been
o At one point, gave one student time to the side of the class to
collect self and re-focus on the lesson

o Made sure students used proper technique when playing Orff

instruments
Encouraged mistakes!
o One of her classroom slogans: Mistakes are Awesome!
o Even posted at the top of the whiteboard
o Made sure students grew from mistakes
Student-centered learning approach:
o Only moved on to next phase of Prepare, Present, Practice
when students showed that they were ready
o Based lesson plans on assessment results from previous classes
o Wanted students to discover daily learning objectives, rather
than telling them at the beginning of class
Student fell over Orff instrument at end of class
o Immediately checked to make sure student was alright
o Used experience as a teaching opportunity about safety around
instruments

Learners:
- Had expectations of behavior and classroom procedure from very
beginning of class
- Were used to regimented schedule of events
o Entering & setting up in the classroom
o Warm-up
o Repertoire
o Orff instruments at end (optional based on daily activities)
- Very receptive to new warm-up piece
o Laughed and committed to movements
- Encouraged to raise hands to give all students enough time to think of
answer
- Included in songs that culturally shared a background with the
students
o One song performed, Sasha, uses Russian text and music
o One student in class was Russian and was asked about
pronunciation and vocabulary
- Had chances for improvisation/composition
o Composing rhythms on rhythm cards
o Improvised body motions during dance song
o Small amount of improvisation on Orff instruments
- Cooperated well with other students
o Encouraged to pair up with other students who werent their
best friends
o Always encouraged to think of other students during the learning
process
Make sure everyone has a place to sit
Make sure everyone has time to think on questions

Many were excited to show off their creative sides

o Largely in part to acceptance of mistakes in classroom
o Teacher encouraged students to try new things and have fun!

Content/Music:
- Warm-up song
o Focused on keeping steady beat in many different ways
Kept both large quarter-note pulse and small eighth-note
pulse
Kept pulse in many different parts of body in different
ways:
In feet by walking to the beat
In hands by clapping, patting, pounding fists, tapping
head
Patting head and rubbing stomach at the same time
- New warm-up song
o Orchestral song
Very slow, legato, and heavy
o Focused on moving body in style of the music
Slow, deliberate movements
Feel like youre stuck in the mud
Used both upper & lower halves of body to create the
feeling
o Students responded very well
Thought it was fun and funny
Committed to the movements
- New song aurally introduced
o Minor key
o Song about a bird
o Taught students first few lines by singing and having students
echo
o Had students sing while teacher entered a phrase later
Asked students what musical term it sounded like
Student answered Canon
- Rhythm studies
o Each student got a card with 4 hearts on it
Representing a 4/4-time signature
Hearts represent the beat because hearts beat
o Students used popsicle sticks to dictate quarter & eighth note
stems AND quarter note rests
o Students were then allowed to compose their own rhythms
o Transitioned into rhythm pattern for next song
- Sasha
o Russian dance piece

o Practiced rhythm syllables for hand pats with partners

o Reviewed Russian words
Translations for count-off 1, 2, 3
Translation for See you later!
o Performed dance with students switching partners
Improvised dance song
o Pizza, Pizza, Daddy-o
o Song gave students opportunities to create their own dance
moves for the whole class to do
o Gave teacher opportunity to assess individual singing
Orff Instrument songs
o Reviewed vocal line to song first
o Students quickly and quietly made way to instruments
o Teacher reviewed proper mallet technique
o Students rotated on instruments, playing main melody and even
supporting bordun when they felt ready

Milieu:
- Very diverse classroom
o 3-4 students who spoke a language other than English at home
o Used this to the class advantage
- Overall very safe environment
o Mistakes were encouraged and used as a learning tool
o Students safely participated in all movements
Slowly moved around room
When dancing with partners, made sure their partner was
safe and danced with them appropriately
- One student seemed very upset during class
o Had be named Star Student earlier in day
o Teacher used this to encourage best behavior possible
o Both teacher and observer paired up with student during Sasha
dance
- Strong culture of helping each other
o Students encouraged to pair up with all students for Sasha
o At one point, two students were fighting over the same spot on
the rug
Teacher: its all of our responsibilities to help our friends
De-escalated the situation by encouraging altruism
Questions for the teacher:
- How long have the students been working on these songs?
- How much longer do you intend to practice these particular songs?

How do you plan to incorporate other students cultural backgrounds

into your classroom?
What other kinds of visual aids do you use in your classroom? How are
they used to better the students learning?
What kinds of extensions are given to students who exceed the pace of
the classroom? What kinds of accommodations are given to students
who may need more time to learn the material?
How does the culture of your classroom change between grade levels?
Between different classes in the same grade?
What are your personal end goals for students at the end of each year?