A Reflective Lens: Music Pedagogical Research to Transform Practice

Becoming a Reflective Practitioner: A Music Teacher’s Exploration of Singing Games Appendix 2 Excerpts of Teacher’s Reflections Teacher’s Reflection: Lesson 1 • Pupils had a very fun engaging lesson which incorporated: ○ Game ○ Social and emotional competencies - Building friendship - Respecting each other’s personal space ○ Listening ○ Singing throughout the whole lesson (Building tone set) ○ Stepping to the pulse - Answers not readily given by teacher but explored by pupils ○ Creative movement which embodies the music concept incorporated into game ○ In between, lost some pupils’ attention but able to get them back ○ Lost a few more pupils at the end of the lesson when they had to do a summary ○ Teacher has some pitching issues (need to be more aware of it!) ○ Teacher was generally able to get the class moving from one activity to the next in a very engaging manner Teacher’s Reflection: Lesson 2 • Lesson is heavy going after mid-point • I wanted pupils to strive for precision and accuracy in stepping the pulse • Pupils got tired and lost interest in the lesson • However, pupils are patient enough to run through the entire lesson • Pupils who are very interested in music were able to get the music concepts and give their own explanations ○ Don’t over sing; I play a game. ○ Use another song Teacher’s Reflection: Lesson 3 • Pupils were very patient to sit through a ‘theory’ lesson ○ Able to apply their learning of the (rest) in Teddy Bear into the new song Peas Porridge Hot • Pupils not able to jump on beat ○ Double circle game too difficult? ○ When is the right time to land? ○ Psycho-motor skills of pupils not developed? 103

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