When I observed Jamie I saw her drama, chorus, general music classes, and the fall play rehearsal. In general, there was a good amount of student leadership in her classes. In her drama classes, they had a sort of warm-up activity where students were tasked with creating a tableau of a particular scene and then having one student director make changes. The choir warm-ups were lead entirely by student leaders from the 8th grade chorus where they even taught a new warm-up song with multiple voice parts. When there wasn't a lot of student leadership, there was student autonomy. In the general music classes, students were given demos and chances to play drum set, bass, guitar, and keyboard and then have the freedom to pick which one to practice and use for a project. In terms of classroom management, her main technique was to remind students of expectations and possible losing of privileges if they don't follow those behavioral expectations. This pre-management proved to be fairly effective.
Overall, even though I did not personally participate in the classes, I could see that the students had respect for Jamie and that she was able to clearly teach musical, as well as dramatic, concepts.
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AuthorReese Massey recounts her observations of elementary and secondary music teachers during her time in pre-practicum. Archives
November 2019
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