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E-Mail: kpere147@fiu.edu
Town: Miami
State: Florida
Grade(s): 9-12
The environment is filled with a feeling of disorganization. The students feel rushed by the band director, John
Sacca, to get their instruments and sit down in their assigned chairs. The wind ensemble is comprised of 9-12th
graders. The school environment has no significant impact on the classroom.
The marching band season had just finished and he was rushing to prepare the students for the winter concert. Or
at least it seemed like it. He passed out a stack of various songs in which they would be playing in the concert and
tried to sight read through them all at once. The students seemed disengaged and some were even using their
phones or had headphones on listening to some other music.
What teaching/rehearsal
strategies did you see? What was
the learning sequence?
There was nothing more than just sight reading the music and picking at places that needed extra fixing. He sang
the rhythm to a certain problem area in the piece and then told the students to try again, resulting in little
improvement. He would state that there was a problem area and that they would be work on that but he didnt tell
them what the problem was.
The students lacked an understanding of the rhythms and could not catch on. I would implement a bit of theory
the piece of music that needs to be worked on and then tackle it by telling certain sections what they could do to
improve that part in the musical piece and try it once more section by section and then all together.
The students seemed as unprepared when they left the classroom as when they entered the classroom. The goal of
sight reading all the pieces were met but the goal of preparing them correctly was not.The band director
The band director spoke to the students about what would be occurring next class and what they should expect.
1. Evaluate and make appropriate adjustments to personal performance in solo and ensembles.
(MU.912.C.2.1) (to an extent)
2. Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances
and apply the criteria to personal development in music. (MU.912.C.3.1)
3. Transfer expressive elements and performance techniques from one piece of music to another.
(MU.912.S.2.2)
The majority of students were disengaged. However, those who were would write corrections in their music and
things to watch out for.
I like how the band director conducts. I would model his patterns in the classroom. While not exactly a teachable
moment, it would be useful for myself in a classroom to conduct in the way that he does.
What is your overall assessment of this teacher, the students and the lesson/rehearsal?
Needs much work but there is potential especially, as this is their first year with a very large program.