Reflection Commentary
Throughout this series of lessons, each of my lessons consisted of at least one of the artistic processes of Creating, Performing, and Assessing. In my first lessons, the students began with performing right of the bat. I did this so the students would be comfortable in the peformance aspect of this lesson from the beginning. The students would then be able to build upon their performance skills as the lessons occurred. During the second lessons, we began by watching assessing two different body percussion routines. I had the students look for the four main types of body percussion which they learned the previous day, as well as other new variation of those four types of body percussion. We also assessed how the choreography help to increase the visual aspects of body percussion. Also during this lesson, the students learned how to create a body percussion routine through the creation of one as a class. Through that, the students also learn how to practice the routine in preparation of a performance. The students then took what they learned about creating a body percussion routine as a class and began to create their own body percussion routine. During the third lessons, the students learned about another aspect of body percussion and how it related to pitch. The students were invited to assess their body percussion routine in the aspect of pitch as they finished to create their own body percussion routine. The students then took the performance aspects of the body percussion and showed what they had learn through the recording of their body percussion routine. Following the recording of their routine, the students assed the routine they created and performed through the reflection questions which I created for them.
My musicianship skills played a large part in facilitating these lessons. My demonstration and presenting of the body percussion was in a way which was at a level in which the students were able to learn from as well as be challenged. I created the rhythm in which they would create their body percussion routine which wasn't too easy that the students would get bored with it, but not too difficult through the repetition of certain rhythms throughout that the students were able to recognize and use to their advantage. In terms of the performance aspect of the body percussion, my familiarity with body percussion helped to make the students introduction occur more smoothly. Being confident in the body percussion reassured the students that it was something they could do as well. I do believe, my experience with playing the organ assisted in that independence of each part of the body as well as the ease of processing so much information which is needed to perform the body percussion, specifically during the creation of our routine as a class which I couldn't practice before hand.
From the beginning of this series of lessons, I showed a lot of enthusiasm when it came to body percussion which then transferred to the students during the lessons. That helped to make the students engaged and want to learn and as a result, the classroom environment was positive and fun for the students. Throughout the lessons, I allowed the students to share they ideas. That resulted in the environment being a place where the students felt comfortable to participate. During the creations process, I always let the students create their routine how they wanted, allowing the students to be as creative in their routine as they wanted. Overall, it was a very positive classroom environment which encourage the students participation throughout the lessons.
If I were to teach these lessons again to a similar class, I would restructure the order of when the students began creating their body percussion routine. With starting the creation of their routine on the second day, some of the students completed theirs just before they had to perform it. I would introduce the creating portion of the series in the first lessons, allowing for the students to be done creating their routine a day before they have to perform it to allow for more practice time. In the last day of the lesson, the students had a lot to do, complete their routine, perform it, and complete the reflection questions. I would much rather the graded aspect of the of the lessons being completed on two different days, rather them both being completed and due on the same day. If this lessons wasn't taught during Covid-19, I would let the students be able to work in groups and create a body percussion routine which they can perform with other people, much like the ones we watch in the videos. In addition, I would also expand this entire series over more than three days. Once thing I would specifically like to include would be the different genres of body percussion and to take time to discuss how many directions body percussion has been taken since it creation depending on where in the world it is being performed.
My musicianship skills played a large part in facilitating these lessons. My demonstration and presenting of the body percussion was in a way which was at a level in which the students were able to learn from as well as be challenged. I created the rhythm in which they would create their body percussion routine which wasn't too easy that the students would get bored with it, but not too difficult through the repetition of certain rhythms throughout that the students were able to recognize and use to their advantage. In terms of the performance aspect of the body percussion, my familiarity with body percussion helped to make the students introduction occur more smoothly. Being confident in the body percussion reassured the students that it was something they could do as well. I do believe, my experience with playing the organ assisted in that independence of each part of the body as well as the ease of processing so much information which is needed to perform the body percussion, specifically during the creation of our routine as a class which I couldn't practice before hand.
From the beginning of this series of lessons, I showed a lot of enthusiasm when it came to body percussion which then transferred to the students during the lessons. That helped to make the students engaged and want to learn and as a result, the classroom environment was positive and fun for the students. Throughout the lessons, I allowed the students to share they ideas. That resulted in the environment being a place where the students felt comfortable to participate. During the creations process, I always let the students create their routine how they wanted, allowing the students to be as creative in their routine as they wanted. Overall, it was a very positive classroom environment which encourage the students participation throughout the lessons.
If I were to teach these lessons again to a similar class, I would restructure the order of when the students began creating their body percussion routine. With starting the creation of their routine on the second day, some of the students completed theirs just before they had to perform it. I would introduce the creating portion of the series in the first lessons, allowing for the students to be done creating their routine a day before they have to perform it to allow for more practice time. In the last day of the lesson, the students had a lot to do, complete their routine, perform it, and complete the reflection questions. I would much rather the graded aspect of the of the lessons being completed on two different days, rather them both being completed and due on the same day. If this lessons wasn't taught during Covid-19, I would let the students be able to work in groups and create a body percussion routine which they can perform with other people, much like the ones we watch in the videos. In addition, I would also expand this entire series over more than three days. Once thing I would specifically like to include would be the different genres of body percussion and to take time to discuss how many directions body percussion has been taken since it creation depending on where in the world it is being performed.
