Section I: Teacher Verbalizations
APPENDIX C OBSERVATION DATA
Phase Two Observation Forms
Observation Form Subject 1 Subject (#): 1
Age of Student: 7
Number of years student has been playing the violin: 1.5
Teacher Verbalizations Type of… Number of instances Directives/instructions
pertaining to technical performance (i.e., posture, bowing, fingering).
Bow hold, fingering, intonation, tempo 49 Directives/instructions pertaining to musical performance (i.e., dynamics, phrasing). Dynamics. 2 Questioning (asking directed questions). About fingering, intonation, scale names, rhythm, bow hold.
15
Positive feedback (i.e., praising students efforts and behaviors, positively-phrased commands). Verbal affirmation of technique or behaviors. 46 Examples of positively phrased commands. “yeah!” “good” “nice” “awesome job”
“nice job you had a really nice bow hold throughout that and I can tell your pitch is getting better.”
“very nice…you got all the way through it” Corrective feedback (i.e.,
correcting student errors or misconceptions). Verbal corrections of errors and misconceptions 39 Examples of corrective feedback
“Were your F#’s high enough? They were just a little low” “We have to pick a tempo that you can do it all so lets go a little slower”
“that was supposed to be the short ending”
Instructional Strategies Type of Time/% Number of instances Teacher modeling using
instrument Incorrect rhythm, correct rhythm/intonation, model of new and current piece
6:46.6, 22% 49
Teacher modeling with voice (i.e., chanting, singing, speaking, etc.).
Singing, chanting, speaking
1:37.4, 5.41% 35
Teacher modeling using
clapping/patting Patting steady beat 1:21.8, 4.54% 9 Student performance on
instrument. N/A 12:29.5, 41.59% 60
Student performance on voice (i.e., chanting, singing, speaking, etc.).
Chanting, singing, speaking
2:11.4, 7.29% 39
Student clapping/patting Patting steady beat 1:24.2, 4.68% 7 Physical touch (i.e.,
physically correcting or reinforcing aspects of students’ technique). Bow hold, intonation/fingering 00:18.0, 1.00% 2
Parent in the room for the lesson (yes/no).
YES Parent videotaping
and/or taking notes during the lesson (yes/no/NA).
NO
Listening to recorded music during the lesson
NO Assigned listening to recordings at home (yes/no). Yes Assigned play-along tracks at home (i.e., playing with CD from book) (yes/no).
NO
Lesson Activities Type of Time/%
Time spent reviewing and/or polishing previously learned repertoire.
Roll dice for review piece: Lightly Row Working piece: Minuet 2
15:48.5, 52.62%
Time spent learning new repertoire or new
1 piece, just listened to teacher play it, Minuet
Time student spends reading music notation.
Read both Suzuki pieces by pointing at each note while Lauren played. Read the sight reading music.
5:46.1, 19.20%
Time spent teaching by rote (learning something using repetition in order to play it from memory).
Warm-up scales, arpeggios, and technical exercises, review piece sections
7:19.5, 24.38%
Time student spends playing from memory.
The two review pieces 5:19.6, 17.73% Time spent sight-reading
(reading repertoire without previous preparation).
I can read music book 1:13.0, 4.05%
Time spent playing student/teacher duets.
None Time spent playing with
piano accompaniment.
None Time spent playing with
‘play-along’
accompaniment in the lesson (i.e., CD tracks, etc.).
None
Describe the types of non-repertoire playing activities used (scales, arpeggios, technical exercises, etc.).
Scales- B major
Arpeggios- B major, b minor
Elevator exercises between open string and first finger, and first and second finger
Describe the tuning procedure in the lesson (i.e., student tunes, teacher tunes, assisted tuning, etc.).
Teacher tunes using an electronic tuner producing the pitch “A,” then tunes the open 5ths.
Observation Form Subject 2 Subject (#): 2
Age of Student: 9
Number of years student has been playing the violin: 2 years
Teacher Verbalizations Type of… Number of instances Directives/instructions
pertaining to technical performance (i.e., posture, bowing, fingering).
Posture, bow hold, fingering, note names/fingers 54 Directives/instructions pertaining to musical performance (i.e., dynamics, phrasing). 0 0 Questioning (asking directed questions). Note names 17
Positive feedback (i.e., praising students efforts and behaviors, positively-phrased commands). Praising behaviors, positive commands 24 Examples of positively phrased commands.
“it sounded a lot better the second time, it was much more in tune”
“awesome” “good job” “that’s great”
“this is very good work, you’re able to play through the whole thing”
Corrective feedback (i.e., correcting student errors or misconceptions).
Correcting errors and misconceptions
24
Examples of corrective
feedback “check that note” “lets just check this rhythm” “G natural”
“hold it for two counts”
Instructional Strategies Type of Time/% Number of instances Teacher modeling using
instrument
Playing with student, modeling notes and tone and rhythms
4:50.3; 15.82% 36
singing, speaking, etc.). student, Singing pitches/finger numbers for student Teacher modeling using
clapping/patting
Snapping the beat most of the time, occasionally the rhythm
4:04.9; 13.34% 24
Student performance on instrument.
Sight reading, scales, review pieces
10:07.1; 33.07% 45 Student performance on
voice (i.e., chanting, singing, speaking, etc.).
Singing the note names or rhythm
2:18.5; 7.55% 11
Student clapping/patting None 0 0
Physical touch (i.e., physically correcting or reinforcing aspects of students’ technique).
Posture- raising violin up, finger placement when out of tune
00:15.5; 0.85% 6
Parent in the room for the lesson (yes/no).
NO Parent videotaping
and/or taking notes during the lesson (yes/no/NA).
N/A
Listening to recorded
music during the lesson NO Assigned listening to
recordings at home (yes/no).
NO
Assigned play-along tracks at home (i.e., playing with CD from book) (yes/no).
NO
Lesson Activities Type of Time/%
Time spent reviewing and/or polishing previously learned repertoire.
Pieces- On the
Ocean and Etude 12:12.2; 39.89%
Time spent learning new repertoire or new
sections of repertoire.
0 0%
Time student spends reading music notation.
Review pieces- On the Ocean and Etude Sight-reading- I can read music book
rote (learning something using repetition in order to play it from memory). Time student spends
playing from memory. 0 0%
Time spent sight-reading (reading repertoire without previous preparation).
I Can Read Music book, pitches and rhythms
4:04.4; 13.32%
Time spent playing
student/teacher duets. None Time spent playing with
piano accompaniment. None Time spent playing with
‘play-along’
accompaniment in the lesson (i.e., CD tracks, etc.).
None
Describe the types of non-repertoire playing activities used (scales, arpeggios, technical exercises, etc.).
Note reading- say and play A major scale
Describe the tuning procedure in the lesson (i.e., student tunes, teacher tunes, assisted tuning, etc.).
Teacher tunes student to her A string on her violin, then tunes in fifths
Observation Form Subject 3 Subject (#): 3
Age of Student: 6
Number of years student has been playing the violin: 1 year
Teacher Verbalizations Type of… Number of instances Directives/instructions pertaining to technical performance (i.e., posture, bowing, fingering). Bow hold, fingerings, note names, posture 27 Directives/instructions pertaining to musical performance (i.e., dynamics, phrasing). Dynamics in Long Long Ago (crescendo and decrescendo) 2 Questioning (asking directed questions).
Bow direction, note names
20 Positive feedback (i.e.,
praising students efforts and behaviors,
positively-phrased commands).
Praising student effort, technique, specific and general comments.
21
Examples of positively phrased commands.
“that was perfect, those were all the right notes” “you’ve done some great work”
“that’s a nice looking bow hold” “there we go”
“I like your violin hold though, that was beautiful” “great focus, I loved your rhythm”
Corrective feedback (i.e., correcting student errors or misconceptions).
Mostly in the form of questions, asking the student to evaluate their behaviors. 25 Examples of corrective feedback
“what’s the last note”
“lets stand right here, rest position please”
“if the words are ‘up down goes my bow’, what direction is your first note?”
“close, can we do it again?”
“that’s where we’re doing a double up and I don’t think we have a slur in there”
“bows are for playing our violin, not for putting them in our mouths”
instances Teacher modeling using
instrument Student and her own instrument to demonstrate
concepts like notes, bow direction, dynamics. Does not play at the same time as student*
00:29.7; 2.27% 4
Teacher modeling with voice (i.e., chanting, singing, speaking, etc.).
Singing notes of scale, singing the words for the review pieces, singing dynamics
3:05.0; 14.16% 39
Teacher modeling using clapping/patting
None- however did model using imaginary violin (air-bowing) quite often 0 0 Student performance on instrument.
Say and play scales, review pieces
7:14.5; 33.25% 31 Student performance on
voice (i.e., chanting, singing, speaking, etc.).
Say and play scales, imaginary violin singing bow directions
3:13.0; 14.77% 12
Student clapping/patting None 0 0
Physical touch (i.e., physically correcting or reinforcing aspects of students’ technique).
Posture- pushing scroll up, tapping fingers for scale, riding along on bow hand to help with bow direction, moving student’s hands when playing with imaginary violin
4:34.3; 20.99% 34
Parent in the room for the lesson (yes/no).
Yes Parent videotaping
and/or taking notes during the lesson (yes/no/NA).
Yes- videotaping and asking questions and clarification from teacher
Listening to recorded
music during the lesson No
(yes/no).
Assigned play-along tracks at home (i.e., playing with CD from book) (yes/no).
No
Lesson Activities Type of Time/%
Time spent reviewing and/or polishing previously learned repertoire. O Come Little Children May Song Long Long Ago
14.50.2; 68.10%
Time spent learning new repertoire or new sections of repertoire. Dynamics in Long Long Ago- crescendo 1:06.8; 5.11%
Time student spends
reading music notation. Long Long Ago May Song 00:49.0; 3.75% Time spent teaching by
rote (learning something using repetition in order to play it from memory).
Bowing to O come little children
9:54.5; 45.48%
Time student spends playing from memory.
O Come little children, may song, long long ago first half
3:33.9; 16.36
Time spent sight-reading (reading repertoire without previous preparation).
0 0%
Time spent playing
student/teacher duets. None Time spent playing with
piano accompaniment.
None Time spent playing with
‘play-along’
accompaniment in the lesson (i.e., CD tracks, etc.).
None
Describe the types of non-repertoire playing activities used (scales, arpeggios, technical exercises, etc.).
A major scale- say and play D major scale- say and play
Describe the tuning procedure in the lesson (i.e., student tunes, teacher tunes, assisted
Teacher tunes student using pizzicato and no reference pitch, A first, then in fifths