I loved how there were many layers to the scaffolding (starting with rhythm, then D and A only, then the whole scale, but then also with improvising as a group and then moving into individual
performances). For the backing track, was it something you recorded yourself or was it something that you found online? Also for the D minor scale, what made you decide on natural minor vs harmonic
minor?
#3
Ashley Maeshiro(Sunday, 27 August 2023 05:53)
- Would it be appropriate to have students add their own bowings in their compositions to show their understanding of stronger versus weaker beats? Possibly an additional learning objective?
- What if a student can audiate (or perform on their instrument) a “composition” within the parameters of a composition assignment, but lacks the knowledge of notating notes and rhythms to accurately
notate what they are audiating/performing?
- Do improvisation and composition activities help students improve their sight reading skills?
#2
Rana Harada(Saturday, 26 August 2023 22:02)
Thank you Michael for sharing his lessons and his students' amazing work.
My first question is should the students need to know about the standards that they are being assessed along with the rubric? My personal opinion is they should especially when they are upper grades,
because we can explain to students the reason and purpose behind their compositions, performance, and/or responses. What do you all think? Will you tell your students the standards they are trying to
achieve?
My second questions is, if the teacher included multiple standards in the lesson, should the rubric assess all of the standards listed exactly how it is worded? For instance, Michael included the
standard MU:Cr2.1.E.8b. The standard ask for the students to preserve an improvisations through standard notation. Should there be a category on the rubric to check individual student’s skills on
composing a standard notation such as stem placement and direction? Or if it is not the central focus of the lesson, can teachers make the decisions on being lenient and say the students were able to
preserve their improvisations on standard notation if they completed the worksheet?
#1
Lucas Toor(Saturday, 26 August 2023 19:11)
Questions
1) Do students in the orchestra get a chance to improvise often ? If so how often would you implement improvisation into warm ups, pieces of music, improvisation sessions in class ?
2) How do you build up confidence in students to be able to play alone IN front of the class is playing solo in class something you do normally ?
3) How many students have had a background in any sort of improvisation ? Many of the students compositions sounded great and I was wondering if this is something some of them may have done before in
a jazz setting or other sort of instrumental music class.
Daniel Shaver (Sunday, 27 August 2023 15:54)
I loved how there were many layers to the scaffolding (starting with rhythm, then D and A only, then the whole scale, but then also with improvising as a group and then moving into individual performances). For the backing track, was it something you recorded yourself or was it something that you found online? Also for the D minor scale, what made you decide on natural minor vs harmonic minor?
Ashley Maeshiro (Sunday, 27 August 2023 05:53)
- Would it be appropriate to have students add their own bowings in their compositions to show their understanding of stronger versus weaker beats? Possibly an additional learning objective?
- What if a student can audiate (or perform on their instrument) a “composition” within the parameters of a composition assignment, but lacks the knowledge of notating notes and rhythms to accurately notate what they are audiating/performing?
- Do improvisation and composition activities help students improve their sight reading skills?
Rana Harada (Saturday, 26 August 2023 22:02)
Thank you Michael for sharing his lessons and his students' amazing work.
My first question is should the students need to know about the standards that they are being assessed along with the rubric? My personal opinion is they should especially when they are upper grades, because we can explain to students the reason and purpose behind their compositions, performance, and/or responses. What do you all think? Will you tell your students the standards they are trying to achieve?
My second questions is, if the teacher included multiple standards in the lesson, should the rubric assess all of the standards listed exactly how it is worded? For instance, Michael included the standard MU:Cr2.1.E.8b. The standard ask for the students to preserve an improvisations through standard notation. Should there be a category on the rubric to check individual student’s skills on composing a standard notation such as stem placement and direction? Or if it is not the central focus of the lesson, can teachers make the decisions on being lenient and say the students were able to preserve their improvisations on standard notation if they completed the worksheet?
Lucas Toor (Saturday, 26 August 2023 19:11)
Questions
1) Do students in the orchestra get a chance to improvise often ? If so how often would you implement improvisation into warm ups, pieces of music, improvisation sessions in class ?
2) How do you build up confidence in students to be able to play alone IN front of the class is playing solo in class something you do normally ?
3) How many students have had a background in any sort of improvisation ? Many of the students compositions sounded great and I was wondering if this is something some of them may have done before in a jazz setting or other sort of instrumental music class.