I am in a busy season of my life again. I'm student teaching and I barely have enough time to write my required weekly reflections on it to send to my supervising professor. I think I'll start posting them here so you have at least some idea of what's going on with me. I've changed or abbreviated some names to protect the innocent.
LHS Symphonic Band
LHS Symphonic Band
At Lake High School, the two bands meet four days per week: 3 days have 45 minute rehearsals and one day has an 1 1/2 hour rehearsal. The honor band (top group) meets 1st period and the symphonic band meets second period. I was placed in charge of this group on day 2 (Jan. 4), even though their semester would end in 2 weeks and some of the instrumentation would change. When I was placed in charge, I had no advance notice from W.H., the head director. I warmed them up and we sight read some chorales.
Since then, I have been responsible for going through the library and selecting repertoire for them, leading the rehearsals, doing the grading, organizing auditions, scale tests, and copying parts. The plan originally was for the honor band to compete at UIL and in Corpus Christi (spring band trip) and for the members of the 2nd band to simply come along, but the parents complained, so now the Symphonic Band will compete in Corpus Christi with me as their sole conductor. I feel really privilaged to get this opportunity as a student teacher.
There are a number of challenges with this group, though. First, the instrumentation is extremely unbalanced: there are 13 flutes, 12 saxophones, 1 clarinet, and 1 horn, 1 tuba and no bassoon players. Other sections have enough players, though most of these students are not on private lessons. I was told that this group was unmotivated, that they don't really care, and that I would need to keep them busy in order to avoid major behavior problems. I was told that they sounded worse than both middle school bands and that is why they would never go to contest. W mentioned that their other teachers have very low expectations of them and that many of them do nothing in class every day. It is my opinion that both directors have given up on these kids. They do not trust them with anything, it seems. This was a pretty intimidating situation to walk into.
In general, I feel prepared to lead rehearsals and did a fairly good job of planning. The first 1 1/2 hour class (3rd day total), I only had 45 minutes of rehearsal planned, but this past week I was able to fill the entire time. I selected two grade 2 pieces for them so far and we've been rehearsing them the last two weeks. I hope for them to have at least six pieces by the middle of February, though we will only compete with three. I've added a warm-up routine that includes 1 minute of breathing exercises, 3-4 minutes of exercises from Foundations for Band (Williams & King), as well as six major scales. All of the bands here are dependent on using the loud speaker metronome for almost everything, though I would like to get away from doing that as much. I find that using the metronome relieves my responsibilities quite a bit and I could see it as a way of being lazy in the future both on my part and the part of the students.
Otherwise, I have felt a bit nervous on the podium until this Friday, when I was able to relax a bit more and even smile. I often trip over myself when talking and it would help if I talked a bit more slowly and took time to think about my comments before speaking them.
LMS Beginning Trumpet & Beginning Clarinet class
By the second week, I was in charge of these classes at Lake Middle School. Trumpets meet 6th period (1:30) and Clarinets meet right after during 7th (2:19). They have just finished their Solo & Ensemble contest and will be working to finish the Essential Elements book this semester.
They have a history of being very fidgety and talkative, and asking too many irrelevant questions. I laid down my behavior policy and I think that it is going to really help them. It involves several rules, put in positive terms (do's instead of don'ts) and a list of things that will happen when they break rules. I don't think this was clear last semester and there were no direct consequences for bad behavior. This seems necessary for a class of 20-25 beginning 6th graders. Things have been better since, though some students simply do not want to be there, so they often distract others purposely by making odd noises on their instruments or by talking.
I have already given the Trumpet and Clarinet semester exams two Thursdays ago, which was difficult since I had not been with them for the Fall semester. They each had to play their solo in front of the class with the CD accompaniment and were graded based on a weighted rubric, using a sort of "tick system." F.M. (head middle school director) wanted me to grade easy, and most of them got As and some got Bs. This test was also to determine their chair order. I am definitely not comfortable with tests in front of the class or chair positions in beginner classes. These can create a very negative stigma that students may carry with them throughout their musical experience, should they continue after this year. Maybe it might help them practice, but I am not sure.
Sectionals
I have already lead four middle school sectionals and three high school sectionals. These have all been very positive experiences, and in general I felt more comfortable leading high school sectionals. This is where I feel most relaxed as a teacher. I am amazed at how easy it is to teach students who want to be in these sectionals versus the ones who do not. "He who has ears to hear, let him hear" seems an appropriate reference here.
Observation: HS Honor Band, HS Jazz Band, MS Honor Band, Beginning flute
The three ensembles mentioned above are some of the best bands at their level that I've heard. They are well-balanced and are full of dedicated, self-motivated students. The MS Honor Band is playing 10 major scales 2-3 octaves at the beginning of each rehearsal and playing some grade 4 music for UIL this semester, and already sounding good on it. I feel that I have a lot to learn from F.M. and T.F. this semester. I'm excited.
