Implementing Instruction

The video begins from Day 1 with a short introduction to my students, "what is the STP?" and what it means for them to participate (no in-class grade, independent project!). I chose to edit and cut some explanation and instructional language to make sure the most important parts of the project were highlighted. Namely, the process of transcribing and the instructional scaffolding needed for students to be successful when starting on their own. 

Day 1 includes many examples. I wanted the students to understand what transcription is, how it is different than composition from scratch etc. In order to achieve that we listened to multiple audio examples with side-by-side sheet music. For instance, I chose to use "Ode to Joy" as a class example, a piece the students are very familiar and comfortable with.  I made sure to ask many leading and guiding-questions especially when surrounding the topic, "what song should I choose?". I wanted to set my students up for success as they combed through an endless sea of media. Ensuring they were thinking critically about what does and does not constitute an appropriate choice helped the process go much smoother while providing a greater sense of autonomy for each student as they got to choose a song they liked. 

My decision to 'vet' the song choices before setting them off on their own to work took time as I had to listen to each student's example but I like that it was a final 'checkpoint' of sorts which got them headed in the right direction. 

In slides, I created a chart of standard-notated rhythms as a visual reference for my studnets to use, leaving it up while they were working. After a bit more indivual work time, I regathered their attention and used the "Super Mario Bros Theme Song" as a day 2 example as it again is a choice everyone has heard and can audiate immediately. It was a simple matter of taking them through the process of transcribing from the recording. We began with many repetitive listen throughs, singing the melody together as a class after getting comfortable. 

Switching between my flute and singing, I ran through the transcription process at steady pace to ensure maximum individual-work time. Reenforcing the 'how-to' processes I had laid out in the Beethoven example on Day 1 aided all students, no matter the stage they had completed/were in. Specifically following the rules of the Day 2 "Transcription-Process" flow chart, I was able to successfully demonstrate how to get through the work and strategies to work through tricky spots. 

Day 3 was made up of a final quick Slides presentation, mainly focusing on adding finishing touches to their compositions and rewriting their work to be legible. After a bit more work time, there werer a number of volunteers who wanted to share their transcriptions with the class. I reviewed proper listening procedures, "stay quiet and respectful to the person playing, etc." but it warms me to say peer-performance is something the whole class is entranced with. Their cheers of support paired with lots of boisterous applause is exactly the atmosphere I hoped to foster when designing this project and final performance Day 3. 

Assessment