Victor Stec Dec.

6, 2018

Field Experience #2:

My second field experience occurred at Stoneybrook Public School where I had the privilege of

observing three different classes of various grades. This took place on the fourth of December between

the hours of 1:00 and 3:00pm, observing the music classes of Mr. Norbert Mazzi. Arriving at the school, I

was shocked to have been guided to the music classroom which was situated outside, in a portable. Given

such factor, I unfortunately entered this experience with a negative first impression of what would later

come due to my unfamiliarity of seeing music taught in such a locale. I entered the classroom as the grade

7 and 8 split class was finishing their period. From the extent of my time observing the class I discovered

that the goal of their lesson was to improve upon learning a technique exercise along with a piece called

“Chorale”, performed on their individual band instruments. Although I did not arrive with the intention of

observing a 7/8th grade class, it nonetheless offered me the opportunity of later comparing the behaviour

of these older students to that of younger students. The 7/8th graders were followed by a 4th grade class

that featured the use of recorders as part of their lesson. I soon after discovered that each period was

around 40 minutes in length as the class ended, which then proceeded by a 20 min. recess where Mr.

Mazzi conducted a quick band sectional with a few of the older students. This was later succeeded with

Mr. Mazzi teaching a grade 6 class. I will further deliberate upon the content of the grade 4 and 6 classes

with notable mention to the flow/framework, the goals achieved, repertoire used and difference of

student-teacher interactions given the age of students. Nevertheless, before exploring these topics, I will

first provide a descriptive analysis of the classroom.

As previously specified, the music classroom was in a portable which to the extent of my

knowledge is an oddity as I am accustomed to music being taught inside the physical structure that is the

school. Whether this was a choice of Mr. Mazzi or a previous music educator to situate the music room in

a portable or not, it is through my observation that I found the location of the class to be predominantly a

hindrance for both students and the teacher. This opinion is based on the lack of space with which Mr.

Mazzi had to work. I did not get a chance to speak with him regarding this topic, nevertheless through my
Victor Stec Dec. 6, 2018

perspective, given the great amount of instrument cases that littered the floor, particularly in the back of

the room, during both the grade 7, 8 and 6 class, I found the locale to be not only ineffective but

potentially dangerous to students. With the addition of instrument cubbies found at the back of the

classroom, the already small space offered more strain in regards to the area in which Mr. Mazzi taught.

In terms of the overall atmosphere of the classroom as determined by the furnishing and decorations, the

room did not express a very child friendly attitude. The walls were white and did not feature any sort of

colour or decorations, the room was relatively crowded with likewise the floor synonymous in features

shared with the walls. This lack of colour, in my perspective does not reinforce a child friendly

environment, if anything; its purpose would serve as to calm students given its neutral colour. This would

not be completely void of sense as from what I observed, especially when using instruments; students

were prone to getting distracted and making noise. Nevertheless, as students, notably in the 7/8 class,

were quick to lose attention, the neutrality of colour might not have proved effective to calming students.

Overall, Mr. Mazzi, given the restraints he faces in regards to classroom size, is hindered from teaching to

the fullest of potential; nevertheless, he has control over adding colour and decorations to create a better

suited environment for his students.

In regards to child behaviour, I was puzzled to find younger students behaving more respectfully

to their teacher compared to older students. When observing the 7/8th grade class, I found students to be

less inclined to listen to Mr. Mazzi while also displaying more defiance to his instructions. This, as a

result, required him to separate students as well as give them “time outs” where they sat individually at

the back of class. While this may have been caused due to their greater skill in playing their instruments

and possibly boredom, I was nonetheless surprised by their inattentive, disrespectful nature in contrast to

younger students. The grade 4 class, for the great majority of the class, were occupied with playing

different songs on their recorders which may, in part have helped with behaviour control. Through my

experience, I have discovered that the bulk of behavioural issues in kids are caused as a result of

boredom. Therefore, the solution to such an issue would involve programming engaging lessons. Despite
Victor Stec Dec. 6, 2018

this fact, I discovered that, in general, the grade 4 class listened more respectfully to Mr. Mazzi; similar

could also be said about the grade 6 class. The sole difference between these two grades was the language

Mr. Mazzi used when communicating with them. With the fourth grade class, he spoke at a slower pace,

using simpler vocabulary while likewise using grater variance of pitch in his voice. In contrast to this, he

spoke to older students (grade 6 and above), more so like one would have to adults; so, with less

musicality, more sternness and a broader range of vocabulary. Comprehensively, while younger students

showed more inclination to listen to Mr. Mazzi, older students were the opposite displaying more

defiance. With this also accompanied the language he used when communicating; a more stern, serious

tone unlike with the grade four’s with which he displayed more character, enthusiasm and musicality

when addressing them.

There are many differences that separate the content of what Mr. Mazzi taught his classes

depending on their age levels; with the common theme obviously being the instruction of more skill

demanding musical concepts with the increase of age. As for the lesson he applied when instructing the

grade 4 class, after a specified student distributed recorders and music booklets to all her classmates, Mr.

Mazzi used an LCD projector to display music on a screen in front of the class. He then proceeded to play

a background recording that functioned as an accompaniment to the music, with some students

commencing performing it as written. The piece was fairly simple; featuring dotted half, half and quarter

notes in a ¾ time signature that used only 4 notes (G, A, B, C).He offered each of the three rows in class

an opportunity to separately play the piece before he took away the music and had them all attempt to

play it memorised. Mr. Mazzi then repeated the process of having students play once with music, then

once without. In my perspective, the students had a difficult time achieving the memorisation of this piece

using the employed teaching method. With the excerpt not posing too much a challenge as to have

resulted students facing hardship in remembering the piece, it was more so the method of teaching in

which Mr. Mazzi used that did not aid student learning. After understanding that they were doing this

with the goal of playing this piece in the winter concert, it is in my discretion that I would have
Victor Stec Dec. 6, 2018

recommended teaching the music by rote. I believe through this process, students would have memorised

the piece at a faster pace, simultaneously strengthening their ear training skills. Following this, Mr. Mazzi

displayed three other pieces with which he had students proceed in similar fashion with their

memorisation. I noticed that it was in particular the more upbeat or recognisable tunes, such as, jingle

bells, that students had less trouble remembering which I found made sense as it motivated them to learn

quicker. The lesson ended with them playing through their fourth song.

The grade four class in comparison to that of the grade six’s was far easier in sophistication as,

unlike with the grade four’s, the older students were learning to play on band instruments. This class,

behaviourally, was not very challenging which would have one think there was more time available in

teaching more content. This, unfortunately, was not the case. The entire class was spent with Mr. Mazzi

going around either fixing issues with instruments or listening to individual groups of players. Students

therefore spent the bulk of the time sitting, holding their instruments in rest position. While Mr. Mazzi

had great ability in demonstrating proper tone colour on the two instruments he played (flute and

trombone) for the class, he did not have a sense of how to teach the fundamentals of each instrument.

There were many occasions where I would have stood up and started fixing students’ problems of

posture, tone, embouchure etc. Nevertheless, this could not have been done so without me undermining

his authority and exposing his incapacity of effectively teaching the basics of each instrument. All this

revealed to me the importance for educators to not only understand how to play instruments but how to

likewise accomplish teaching them. Given this and my experience learning the fundamentals of all

instrument groups grants me the confidence of knowing that I will be well prepared when teaching my

future students.