This week, I thought that my lesson was much more successful than they have been in the past weeks. However, once I adapt to pacing, I also need to adapt to thinking on my feet. I spent a lot of time in my lesson focusing just on what I had chosen to look at in my lesson plan (i.e. tempo) and didn't really pay attention to what the class needed. I think I need to pay more attention to issues as they come up, instead of constantly focusing on my procedure. My lesson would probably have been more successful if I had noticed how the class was struggling with certain parts of the music. I could have even maybe used Smart Music more and looped trouble spots at a slower tempo. I feel like I'm somewhat stuck between having a successful lesson and completing my procedure, and slowing things down to the point where I might not get everything done, but the class will be better for it. Obviously, I know which way is the more beneficial one. I need to be willing to step outside the box in the limited time that I have and really pay attention to what the students need.
This week, my case study was able to stop swinging her eighth notes, which shows that she's really been paying attention in class and is practicing at home! Now, we're moving back to breath support and not clipping notes off at the end of phrases. The music in the book is getting faster and the phrases are getting longer, which means that Julie needs to be more aware of how she's breathing and how she's using her air. We focused on this a lot in her "William Tell" test piece in the book, which all of the students will have to play for Mr. Knasas eventually. I was very impressed that, after playing, she was able to analyze her own performance and knew what needed work. I think the combination of her work ethic and critical ear will be very useful to her in the coming weeks as the music gradually becomes more challenging.
This week, my case study was able to stop swinging her eighth notes, which shows that she's really been paying attention in class and is practicing at home! Now, we're moving back to breath support and not clipping notes off at the end of phrases. The music in the book is getting faster and the phrases are getting longer, which means that Julie needs to be more aware of how she's breathing and how she's using her air. We focused on this a lot in her "William Tell" test piece in the book, which all of the students will have to play for Mr. Knasas eventually. I was very impressed that, after playing, she was able to analyze her own performance and knew what needed work. I think the combination of her work ethic and critical ear will be very useful to her in the coming weeks as the music gradually becomes more challenging.