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Westminster Choir College of Rider University Music Education DepartmentME 171: Critical Pedagogy I Off-Campus Observation Map

Your Name: Drew Michael Brennan SBN: 41 E-Mail: Brennandr@rider.edu

Name of School: Newark Boys Chorus School Town: Newark State: New Jersey

Name of Teacher Observed: Mr. Sanflippo, Mr. Morris, and Ms. Foster Class: Apprentice Choir & Boys ChorusGrade(s): 3th-8th

Observation Date: November 21, 2011 Time: 9am-11:45am Date Submitted: November 28, 2011

Describe the teachingenvironment. Who are thechildren? Who is the teacher?How might the schoolenvironment impact whathappens in the classroom?

This environment seemed to lack energy. The students did not seem to enjoy singing,but did it simply because they were required to. The teaching environment was tense,

and less than motivating. All of the educators in this institution seemed only to beinterested in achieving the result, as a consequence had little-to-no interest in thestudents spiritual, personal, or musical growth. The majority of the students in theschool were African-American with the exception of a few of Hispanic and Asian descent.

The ages of the students ranged between 6 and 10. Because we observed two classeswe had the opportunity of gleaning from three educators. Mr. Sanflippo was Caucasian,appeared to be in his late forties, and was a very interesting music educator to observe.Mr. Morris was of Jamaican descent, seemed to be in his mid-fifties, and taughtwonderfully. Ms. Foster was of African descent, looked to be roughly 25 years of age,and was a very strict educator. The environment these educators created caused the

students to be reluctantly involved. They did not look engaged, nor did the studentsseem to enjoy themselves. The energy in the room was underwhelming, and thestudents appeared to be bored.

What were the teachers goalsfor the class/ensemble? How didshe/he act on those?

The first class we observed was Mr. Sanflippos Apprentice Choir. This class was theyounger choir composed of 4th and 5th graders. It seemed that he had one main goalduring that session. He longed to memorize, and perfect, Children Go Where I Send

Thee. In order to do so he was extraordinarily focused. He used a great amount ofdiscipline in his practice. When a student appeared to go off task he would immediatelycall them out and rebuke them. He did not allow the students to finish the piece if amistake was detected. In order to help memorize the piece, he requested that Shalanda,Vinroy, and I sing with the students. He placed each of us with a different part and

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allowed us to sing with them. The ending result was a memorized piece. The secondclass we observed, Mr. Morriss Concert Chorus was very different. This choir wascomposed of 6th, 7th and 8th graders. The goals that this teacher set were primarily torehearse a piece. In order to do that he had them warm up, and perform the piece.

What teaching/rehearsalstrategies did you see? What

was the learning sequence?

The learning sequence and teaching strategies used by each educator complimentedand at some points mirrored each other. Mr. Sanflippo did a lot of demonstration. He

demonstrated desired vowel formations, effective vocalisms, and good intonation. If hedetected a mistake in intervals he would incorporate solfege to correct it. In order to getthe students to breath correctly, he would have them lip trill certain phrases that thechoir found difficult. If something went wrong with the piece, he would begin a briefdialogue between the choir as to what went wrong, and have them fix it. Mr. MorrissConcert Chorus mirrored that class in many ways. The biggest difference between theApprentice Choir, and the Concert Chorus was the warm ups. Ms. Foster had the choirwarm up. While warming up she addressed each students technical issue in a verydirect manner. Immediately correct posture, and keeping the tone pure. Mr. Morrisbegan the class with simply running through the piece. Unfortunately I had to leave earlyto attend a class of my own, but the things we observed while there were helpful. LikeMr. Sanflippo, Mr. Morris immediately corrected a bad tone. After having made thecorrection he would have them run the trouble section again.

What would you do differently?What was missing from thelesson?

This lesson I found to be very interesting. There was not much pedagogy used in theseteaching practices. I firmly believe that this lesson was missing compassion andunderstanding. It was focused around discipline, and achieving a certain sound. While Icelebrate the result, I disagree with the way in which the music educators arrived at theresult. I believe that anything musical should be about the cultivation of the humanbeing as a whole, not just a sound. While this method works for many, it also fails for

many. It tends to shut students down and makes the musical experience un-enjoyable.Secondly, I would not call students out individually in a condemning way and make aspectacle out of it. While rebuking ill-tempered behavior is necessary, one must do it in away that honors the students dignity. There are ways to communicate a rebuke withoutbelittling the student.

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What evidence did you observethat would indicate that thelearning goals were met?

Evidence that I observed learning goals were met in Mr. Sanflippos class was themoment when the choir was able to perform, Children Go Where I Send Thee, withoutbeing stopped. This was the moment where all the work of the period paid off, and thestudents were able to celebrate the fact that this piece is now performable on a note andrhythm level. Of course there was much to do in terms of dynamics and interpretation.

But, choir now got two of the greatest challenges out of the way. Other than this I didnot observe any other evidence. Evidence that I observed that learning goals were metin Mr. Morriss class was corrections being made. The goal was to rehearse and clean apiece up. That was exactly what he did. For example, at the very beginning of the piecea male soprano was having an issue with singing a note which distorted the timbre ofthe choir. After Mr. Morriss rebuke the timbre was restored and the sound once againbecame pure.

What evidence of critical

thinking, critical feeling and/orcritical action did you see?

It is my belief that the very act of singing has a lot to do with critical thinking. What Inoticed about the second choir was the concentration on technique. I saw manystudents correct their posture, and think about how they were singing. For example,periodically I observed a younger student continually adjust his posture after slowlyslouching in his chair. This tells me he was thinking about how to sing and whatcontributes to a healthy sound. This mindset was common among the choir. I observedcritical thinking on Mr. Sanflippos behalf when he requested that Shalanda, Vinroy, and Ising with the choir. This tells me he was actively thinking about what could help thechoir improve their sound and memorization. An act of critical action on the educatorsbehalf was calling the students out. In order to determine a student is not focused aneducator must first think through why there are not focused and then make a choice torebuke the student. Calling out a student and telling them, You need to focus. Is amost certainly a critical action.

What National Standards did yousee?

National Standards I observed were singing alone and with others, improvising melodies,and reading and notating music.

How did students engage in theclassroom? What washappening at the time whenstudents were really focused?

The students in the first class did not seem motivated at all. It appeared to me they weresinging simply because they were forced to sing. I did not get a sense of joy at all. Theenergy in the classroom seemed to lack immensely and it showed in the sound of thechoir. When the students were really focused I noticed the sound improved immensely,and they seemed to smile a little more. There was a tad more energy in the room. Thesecond class seemed to be rather focused and engaged. They seemed to be enjoying

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the music they were singing, and joked around with their peers in regards to the music.When the entire ensemble focused the sound was extraordinarily pure. It showed onevery one of the students faces that they were focusing on the music.

Describe a "teachable moment"that you might have witnessed.

The moment that I found quite inspiring was when Shalanda, Vinroy and I were asked tocome up and sing with the choir. I found this idea to be quite innovative. It made thechoir feel much more comfortable about the piece they were performing, and it trulyhelped them memorize it. It not only taught the students the piece they were doing, ithelped us become more comfortable with the choir. Other than this moment I did notfind anything else to be a teachable moment.

What positive comments might you make about this lesson/rehearsal?

The lesson plans in both classes proved to be very organized, strict, and determined to be accomplished. I praiseboth teachers for consistently achieving goals that they set. It is very inspiring to see students grow in theirmusicianship, and learn repertoire at such a rapid pace. Both educators taught good vocal technique andreinforced good musicianship. Not only did they accomplish their goals, but kept the choirs very focused anddisciplined.

What constructive comments might you make about this lesson/rehearsal?Every rehearsal has good and bad things about it. Some of the things that I did not entirely agree with were the

way the teachers talked to the students. Most of the communication was very condemning, and belittling. They

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called the students out by name, and made a spectacle out of their rebukes. For example, a student was notsinging as loudly as the others and Mr. Morris called him out by name and had him sing by himself. This kind ofrebuke I do not agree with. It puts pressure on the student and embarrasses them. You need to operate withunderstanding, and compassion as an educator. The phrase that Ms. Foster used that I completely disagreed withwas, Do not waste my time. This kind of talk shuts most students down. You should not assume you are betterthan your students are less than you. I long to see these educators teach with much more understanding. To seethese educators be more student-centered and be much more invested in the process.

What is your overall assessment of this teacher, the students and the lesson/rehearsal?My overall assessment of these teachers is they are capable educators that have taught for a great amount of

time. They have great ideas, and vision and have fantastic intentions. This class was a very good class in terms ofsound. The sound of the choir was very pure, and pleasant to listen to. Although they seemed to be unfocused,the music helped them to be together and focus.