Music Teaching Observation Form #1
MUED 211: Foundations of Music Education
Observer’s Name: Liam Jones
Video 1: 6th Grade Band Rehearsal
Video 2: High School Concert Choir Rehearsal
Activities
List all the activities that you see the teacher and
students do in class.
Video 1:
 The teacher immediately goes into a
scale at the start of class. Addresses
mistakes and continues quickly as
they try again.
 As students get out their music, she
gives them important announcements
for the week.
 Starts with a full run through of the
piece without stopping. At the end
she cuts them off and immediately
gives them many positive comments
and then moves into critiques.
 Moves on to second piece of
repertoire, taking a swig of water
while they get out their music. Gives
treats to students who are paying
attention.
 Asks questions about time signature
and has the students compare the
two songs they are playing.
 They continue and play their second
piece, doing a full run through. She
gives a few critiques about dynamics.
She asks students how good dynamics
will help their performance.
 Gives awards to sections for best
posture.
 Can’t find Richard at first but then
sees him.
Instruction
List possible reasons for each activity that you
observed. Why did the teacher or student do
this?
 This helps engage the class and get
them focused in immediately. It also
is a quick warm up for the wind
players.
 She fills the transition spaces with
necessary information instead of
letting them lose focus.
 This allows her to get a good read on
how they are doing with the piece so
she can work on specifics. She makes
sure to speak positively about their
playing consistently encourage them.
 Again, keeping their attention in the
transitions. Hydration is extremely
important, and she takes advantage
of the short break. She encourages
good behavior by rewarding it with
candy.
 This helps students think critically
about what they are playing, and shift
focus to their next piece.
 After telling the students they need to
work on dynamics, having them give
her reasons why it is helpful promotes
their individuality and validates the
need for improvement.
 Keeps a friendly competition which
encourages good playing habits.
 Calling out an individual student helps
them feel special and wanted as a
part of the group. She makes sure
 Music Teaching Observation Form #1
MUED 211: Foundations of Music Education
 Speaks about dynamics as they play
through the second time. She then
asks the students how the better
dynamics helped their performance.
 Ends the class having the students
discuss differences and similarities
between the pieces they played.
Video 2:
 He has the students stand and begin
warming up with exercises, stretches,
and a massage line.
 Does a few warm-ups which include
holding a sustained note and singing
scales in rounds.
 Goes right into repertoire, stopping
the group when he hears something
that needs to be fixed. As he
conducts, he also plays a reduction of
the piano part and moves around the
room when able.
 Works specifically with the bass/tenor
section on a difficult passage,
demonstrating how to do it and
having them repeat it over and over.
 He asks the other sections to help
critique their performance.
 Brings in the other parts to sing the
same section and pieces together a
full sound once he feels confident
each one knows their part.
 Works specifically with the
sopranos/altos on a difficult passage.
General Reflection Questions
each student is engaged.
 This helps them improve while they
play. It also causes students to reflect
on their own playing and realize the
benefits of good playing on their own.
 This teaches the students about
identifying time signatures and other
musical elements and comparing
them between pieces.
 These are healthy ways to get ready
to sing and the massage line gets
students to interact more closely.
 These warm-ups help with breath
support and ear training for the
students.
 Instead of blowing through the piece,
he is able to stop and make
corrections while they’re fresh in
everyone’s minds. He helps them on
the piano but also moves around to
keep the students engaged.
 The repetition of the phrase both by
him and the students solidifies in their
minds so they will have less difficulty
with it in the future.
 This keeps the other sections engaged
and boosts their listening skills.
 Working through the difficult passage
in sections helps each section to feel
more confident on their part. When it
is finally together, they blend well.
 Changes attention to new section not
only helping them learn the passage
but shifting focus to make sure all
sections are engaged.
 Music Teaching Observation Form #1
MUED 211: Foundations of Music Education
What things did these teachers do that demonstrated their abilities as a professional music
educator? (See table 1.1 in your text)

They were both one hundred percent focused on the students the entire class. They gave
helpful critiques but also stayed positive in their comments, being encouraging to everyone.
They were purposeful during transitions and engaging throughout.

What teacher qualities did these instructors exhibit?

Patience, positivity, helpfulness, engagement, energy, and preparedness.

How did these teachers make use of active learning in their classrooms?

They both jumped right into making music and warming up their students. Instead of telling
them what was wrong they would ask the students what they thought could be corrected and
how and helped guide them to the answer. As the students performed, the teachers challenged
them to listen and think critically of their own singing/playing.

What metaphor would best describe these classrooms and why?

A metaphor for the first class would be a workout class because they jumped into playing right
away and there were few breaks. The transition time was filled with supplemental activities
that kept the students engaged even when not playing (working out). Also the teacher was also
very good about staying hydrated.

A metaphor for the second class would be almost like an assembly line. The teacher went
through each section making sure they knew their parts before he moved on. He also had the
other students inspect and evaluate the other sections before they could move on. Once they
had put together each piece, the final product was complete and full sounding.

What was your general impression of each class? Why?

I think both teachers knew how to work well with their students. The first teacher was ready to
go and immediately her students followed her and got into playing. I enjoyed how she was able
to keep the students engaged even through transitions and the reward system she had set up.

The second teacher was able to really dig deep with his students and work more closely on
smaller sections of the music. He shared some funny exchanges with his students then got right
back to work. It was obvious there had been positive relationships built in that class between
him and the students.