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Peer Lesson Reflection

The lesson plan aims to teach students how to assemble and play the oboe. It involves 5 steps: 1) assembling the oboe, 2) producing a sound with the reed, 3) producing a characteristic tone on the fully assembled oboe, 4) playing a 5 note scale, and 5) playing a simple song. The procedures provide step-by-step instructions for assembling the oboe, producing sound, learning fingerings, and playing the scale and song. Assessment will be informal, through visual and aural observation of students' ability to assemble, produce sound, and play the assigned material on the oboe.

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paul
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11 views

Peer Lesson Reflection

The lesson plan aims to teach students how to assemble and play the oboe. It involves 5 steps: 1) assembling the oboe, 2) producing a sound with the reed, 3) producing a characteristic tone on the fully assembled oboe, 4) playing a 5 note scale, and 5) playing a simple song. The procedures provide step-by-step instructions for assembling the oboe, producing sound, learning fingerings, and playing the scale and song. Assessment will be informal, through visual and aural observation of students' ability to assemble, produce sound, and play the assigned material on the oboe.

Uploaded by

paul
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Paul Lehman – MUED 302 – Peer Lesson Plan Reflection

Students Will:
1. Assemble oboes and prepare them for playing
2. Produce a sound with the oboe reed
3. Produce a characteristic tone on the fully assembled oboe
4. Play do-sol in Bb Major (Bb C D Eb F)
5. Play Mary Had a Little Lamb in Bb Major

Procedures:
1.1 Class will lay their oboe cases flat on the floor
1.2 Fill up pill bottles with warm water (about 1/3 up), then let the reed soak for 2-3 minutes, during
which;
1.3 Take out upper joint (teacher models, students repeat)
1.4 Use cork grease on the upper joint cork, and attach to bottom joint (teacher models, students
repeat)
1.4.1 “watch out that none of the keys or bars are pressing against each other”
1.5 Repeat 1.4 for lower joint and horn
1.6 Remove oboe reed from water (may have to do this earlier depending on how long assembly
takes)
2.1 Model “slurp”, and blowing through the reed to remove excess moisture)
2.2 Insert reed up to thread into mouth and “crow”, have class attempt with no other instruction
(yet)
2.3 Model the “crowing” sound on the oboe reed, class then attempts
2.3.1 Troubleshoot on: Too much/too little reed, pressure on the reed, air to cause vibration,
2.4 Give students a minute or two to experiment and find their “sweet spot” on their reed where
they produce the best tone
3.1 Model myself putting my reed into the oboe. Double check all oboes are assembled correctly,
now with the reed
3.2 Explain embouchure (place reed on bottom lip “cushion”, then roll the lip inwards, make sure
corners are firm)
3.3 Teach the Bb fingering by rote (LH 1, 2, Thumb. RH 1)
3.4 Attempt to sound a Bb, using this first attempt to observe class for obvious errors
3.4.1 Likely issues: no sound (either poor embouchure, too little air, or holes not being fully
covered) out-of-tune tone (likely poor embouchure, possibly issue with
reed/instrument) choked tone/unable to sustain (breath support, poor embouchure)
4.1 Repeat this process for C, D, Eb, and F
4.2 Play tetrachord in ascending and descending pattern
5.1 Sing Mary Had a Little Lamb as a class, first with lyrics, second with note names
5.2 Play first phrase (“Mary had a little lamb”), on instruments
5.2.1 Ask “How did that feel? What went well, what didn’t?”
5.3 Repeat process for each subsequent phrase
5.4 Finally, play the entire piece once through, ask for feedback from class, and play through it once
more
Materials:
1. Warm water source
2. Several empty pill bottles
3. Class set of functioning oboes and reeds

Assessment:
1. Visual, informal. Look in each pill bottle, ensure it isn’t too high. Have each student hold up their
assembled oboe, make sure everything looks correct.
2. Aural, informal. Class will try as a class, then one at a time, then as a class again. Is the first time
as a class different from the last?
3. Same process as Obj. 2
4. Same process as Objs. 2 and 3, but with the visual element of seeing if all students have the
same fingering.
5. Same process. Essentially, do they sound like they’re playing the song?

Based on the feedback on my original assignment, the primary element that needs adjusting is my
language. From my lesson plan, I read several comments that were essentially just rephrasing what I had
written to be more student-friendly. I had been used to writing lesson plans solely from my perspective,
without considering that the language that I write with will influence the language that I speak with.
Several examples of just simplifying what I said into easier or fewer words that would make sense to a
young student really show this to be the case. The other issue of my lesson plan was that the procedures
portion wasn’t categorized, which I hadn’t considered before. I normally just write what I’ll do in the
order that I’ll do it, without dedicating much thought into the pacing or how those procedures can be
organized. This would help me keep my lesson flowing smoothly by simply breaking down the schedule.

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