Beruflich Dokumente
Kultur Dokumente
Pre-Test
From the data taken from the pre-test, the class average was a 72%. The score range was 50% to
100%. This large range in scores occurs because due to the sizeable gap in experience with
music and guitar. Student 1 comes from a background of guitar lessons as well as three years of
band classes. Students 2 and 4 also have three years of band classes under their belts but no
guitar experience. Student 3 has no guitar experience and little to no in-school music
experiences since elementary school. Students in this school system are also not allowed to
receive below a 50% on their assignments even if they do not attempt the assignments. With that
being said, two of my students refused to perform in for their pre-test due to lack of knowledge
Progress
In the next few classes to follow we learned about how to raise a note’s pitch by moving up a fret
on the guitar. They then learned how to make “F” sharp, and from there, we learned the G major
scale. I taught the scale multiple ways: aurally, visually, and kinesthetically. I had the students
listen to what the scale should sound like first so they would know when they played a wrong
note during their practice time. I then started writing the scale on the board or projecting it from
the overhead so the students could see what the scale looks like. I also did a finger walk through
with them where we focused on where their fingers would go for each note. This was often the
most tedious, but this is the area we really need to focus on now. They all played the correct
notes; they just did not always use the correct fingers. This is tricky, though, because this
process does take longer than the others, and they tend to get bored quickly.
Post-Test
According to the data taken from the post-test, the class average was a 91%. The score range
was 88% to 100%. There was massive progress from students 3 and 4. They both were able to
play their scales with 100% pitch accuracy at their own tempi. The captions they lost points in
were using correct fingering and playing the correct scale rhythm which was half notes on all G’s
with quarter notes in between. Student 2’s scores remained the same, but they lost points in
different captions this time. They struggled to use the correct fingers and did not play in the
given scalar rhythm. Student 1 still maintained her knowledge of the scale and even increased
her tempo. With their knowledge of F#’s, they are now able to move onto reading literature in
Since the class is only a class of four students, it was easier to assess their needs. In this class in
particular, three of the four students have been enrolled in band classes since 6th grade. The
other student, Student 3, has never taken a music class during their time at Peter Muhlenberg.
This made the class dynamic different, and it was obvious that the student with less music
instruction needed more one-on-one time. This student is the reason I included individual
practice time in the lesson plans because the other students could work at their own pace as I
worked with Student 3. Student 3 caught onto musical concepts easily once they were provided
with the clarification they needed, so a lot of this one-on-one time was just question and answer.
I would also model what I was looking for because sometimes musical language became our
barrier. After I answered any of their questions or modeled what I was looking for, Student 3
was more aware of their issues. Overall three of the four students struggled with most with using
the correct fingers for the correct frets, so I reviewed this concept with them almost every day.
By lesson three, the problem was not the notes in the scale, but merely remembering which
fingers to use and fluency with the transition between the G string to fourth finger F# on the D
string. These skills come with more time and practice, and if we were to continue working on
I struggled to decide what I wanted to do with this project, and I was not entirely happy with
what I chose to do this project on. I knew I wanted to work with the guitar class because it is
much different that all of the other classes because three of the four students in this class were
essentially learning a secondary instrument, but I was not sure where to start as far as
brainstorming on what to use as my project topic. I then turned to Mr. Mrosko and asked if there
was something he needed to be taught, and he suggested the G major scale. From the beginning
of the project, I dived right in, and I think I should have started with a walk-through. Especially
for Student 3 because his fundamentals are not as strong as the others, and by doing the
walk-through first, the issue with using the correct fingers would have been eliminated from the
beginning. I also think my goal in lesson 1 for them to begin learning their two-octave G major
scale was too vague. I do not think it did anything as far as focusing or tailoring my lesson plan.
I also feel as though I rushed through this learning process in fear that my students who learned
quickly would become bored. In my future modifications in lesson three, I list having them
listen to each other and giving each other feedback. Since there are four students, and they are
all eighth graders, it could be a learning experience for them to listen to a peer and provide them
with feedback to get better. It is important for students to learn how to give and take criticism at
an early age as it becomes a larger part of their learning and reflection process as they get older.
I also wish that I had used literature to supplement the scale work. Learning a scale can be
boring when it does not relate to other things, so I should have looked more into using pieces that
are written in the key of G and it would have provided a little more context. The piece also
would have provided with a little more variety and practice as opposed to just focusing on