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Personal Learning Project

Goal no. 1 Action Plan

What will you accomplish? (Goal statement)

My goal is to be able to play the clarinet with a level of confidence that I will be able to demonstrate playing the clarinet for my students, and help them with learning to play it.

What does it look like when you’ve accomplished your goal? i.e., How will you know you have achieved your goal? What are the indicators of success or progress? (Assessment)

• The end result will be that I am able to play through Clarinet Method Studies for the Beginning Student Book 1 by Jack Snavely

• I will achieve this by: o Playing the C, G, F, D, A,

and Eb scales o Being able to play all of

the exercises and pieces with minor mistakes and good tone

Timeline: (By when?) Will be completed by the end of the fall term. • As there are 14 Lesson sections in this

method book, I would like to complete 1 per week

Rationale: Why is it important?

I believe this is important because as a music educator it is very likely that I will run a band program or extracurricular band at some point throughout my career, and as such I need to be prepared to teach all of the instruments to my students and help them along the way. Since I have very limited knowledge with playing the clarinet, it is important for me to develop this skill so that I can help my students and really understand what the process of learning to play the clarinet is like.

Pre-assessment: What assets and/or liabilities currently exist? How can you take advantage of your assets and minimize your liabilities? Who or what can help?

Assets Liabilities

1. I have experience playing the saxophone, which will help me with general reed instrument techniques

2. I have tried to play the clarinet once or twice so I know how to make a sound

1. Very different embouchure and fingerings from the saxophone

2. I don’t have a teacher to regularly check in with in regards to correct technique and progress, but I do have a friend who is a clarinet major that I will be able to ask for advice and recommendations

• I will also search for videos and pictures of experienced clarinet players on the internet to use as models for technique and posture

Action plan: How will you accomplish your goal? What will you do? By when?

Actions/steps to be taken (What will you do?): 1. Practice every day 2. Practice in front of a mirror 3. Watch video of experienced

clarinet players 4. Record video and audio clips of

myself performing each scale and the final exercise from each lesson as I complete them

Timeline: (By when?) 1. Practice 15-20 minutes per day 2. Watch 1 video per week of a

professional clarinet player on YouTube for proper posture and technique cues

3. Record an audio or video clip each week as I finish a lesson

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OngoingDocumentationandReflection

(pleaserefertovideorecordingsonattachedUSBkey)

Reflection1

WhatILearned:Lesson1

Theclarinetisverydifferentfromasaxophone!Iexpectedtonothaveverymuchtroubletransitioningfromthesaxophonetotheclarinet,butitwasmuchmoredifficultthanIexpected.Theembouchureisdifferent,themouthpiecesitsinthemouthverydifferently,andtheamountofairneededismuchlessontheclarinet.Itisalsoaverydifferentexperiencetohavetobeconsciousofcoveringalloftheholes,ratherthanjustpressingakeyandnothavingtoworryaboutaircontainment.

ReflectionsonLearning:

IthoughtthatIwouldbeabletolearnclarinetveryquicklysinceIassumeditwouldbequitesimilartothesaxophonewhichIamquitefamiliarwithalready,butbasedonhowthisstartedIdon’tthinkthiswillbethecase.Therearemanydifferencesbetweenthetwoinstruments,soIthinktherewillbeaverydifferentlearningcurve.Thatbeingsaid,Ithinktherewillbesomesimilaritieswithregardstoarticulation,instrumentcare,andplayinganinstrumentthatusesareed.SomethingthatwasfrustratingaboutlearningtheclarinetandplayingthroughthisfirstlessonisthatIamabletoreadthemusicveryeasily,yetamnotabletoplayitwell.Iwasabletosuccessfullylearntheexercisesinthislessonandlearnhowtoplaythebeginningnotes,yetitwasfrustratingtotakesolongtoplaysimplelinesofmusic.Thismotivatedmylearninghowever,asIwantedtoworkandgetaheadtomore“real”music.

Reflection2

WhatILearned:Lesson2

ReflectionsonLearning:

Thelowerregisteroftheclarinetcanbeverychallenging!IhadalotoftroublegettingthelowAandGtospeakrightawayandfocusedonthatalotbeforecompletingthislesson.ThereweremanytimeswhereIhadtoplaythesamelinemultipletimesover,orevenafewnotesoverandover,adjustingmyembouchureeachtimetoexperimentwithgettingthenotestosound.FromthisIlearnedthatitisimportanttogetawayfromthenoteswrittenonthepageandthatitisokaytonoodlearoundabittohelpwithlearning,becausewhiletoanoutsideitmayhaveseemedlikeIwasofftask,thisisreallywhereIdidalotofmylearning.

Reflection3

WhatILearned:Lesson3

ReflectionsonLearning:

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AtthispointintimeIhavedecidedtorevisemylearninggoals.Iwillbedroppingthelearningofscalesfrommylearninggoals,aswhenlookingaheadinthemethodbookIrealizedthattheselessonsdonotcoverthenotesIwouldneedtobeabletoplaytheC,F,D,andEbscales,whichwerethemajorityofthescalesthatIwasplanningonusingaslearninggoals.Becauseofthis,Iwillbestickingtolearningtoplayallexercisesinthelessonsasmylearninggoalgoingforward.IhavealsocometotherealizationthatIwilllikelynotbeabletocompleteall14lessonsthatIoriginallywantedtocompletefromthismethodbook.DuetotimeconstraintsandthehigheramountofworkthanIanticipatedhavingwhileonplacement,Iwillnothavetimetolearnall14ofthelessons.Ihaverevisedmylearninggoaltobetolearnuptolesson10inthemethodbook,asIdobelievethatIwillbeabletocompletethis.Notbeingabletocompleteall14lessonsismostlyduetothefactthatIdidn’tfactorinanyextrathingshappeninginmylifewhenIoriginallysetoutmylearninggoals,andthatmylearningoftheclarinetwentslowerthananticipatedduetomyperceivedsimilaritybetweentheclarinetandsaxophonethathasbeenpreviouslymentionedandwillbediscussedinthefinalreflections.

Reflection4

WhatILearned:Lesson4

ReflectionsonLearning:

IthinkthatlearningthislessoniswhereIreallystartedtobecomeawareofmypostureandhowmuchmyheadpositioncanreallyaffectmytoneandairflow.ThisstartedwhenIcametotherealizationthatwhileIwassittingonachairreadingthemethodbookfrommylaptoponthetableinfrontofme,Ihadmyfacepointeddownandmyeyesalmostlookingupatthemusic.AssoonasIrealizedthisIknewitcouldnotberight,soIbroughtmyfaceup,triedtoplayagain,andwassurprisedatthedifferenceitmadeinhowmuchmorecomfortableIwaswhileIwasplaying.Iwasabletopushmoreairthroughtheclarinet,andtherewaslessstressinmyheadandneckthatIhadneverevenrealizedwastheretostartwith.FromthisIhavelearnedhowimportantitistohavesomeonewhocanseeyourpostureandcanhelpcorrectit,ortopracticingusingamirrorsothatyoucanseeyourownposture.IfIhaddonethisfromthestartIlikelywouldhavebeganwithabetterpostureandcouldhavemadeeverythingupuntilthispointmucheasier.

Reflection5

WhatILearned:Lesson5

ReflectionsonLearning:

ForthisweekIchosetorecordtwoexercisefromLesson5,neitherofwhichbeingthelastlineinthelesson,asIfoundthesetobethemostdifficultformetolearnduetoaccidentalsandtrickyfingerings.IfoundthenoteC#tobechallenging,asyouhavetoshiftyourfingersslightlyinordertohitasmallersidekey.ThiswasdifficultformeasIhadtroublelocatingand

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determiningpreciselywherethiskeywaswhenIwenttopressitwithoutlookingatit.ItookmyownadvicefrommyreflectionsonLesson5andpracticedinfrontofamirror,whichhelpedmylocatethekeymoreoftenandmoreaccurately.Thisexperienceshowedmethatwhileitisimportanttoreflectonlearning,itisequallyasimportanttotakewhatyoulearnedfromyourreflectionsandusethisknowledgeinpractice.Thishelpssolidifythelearningthatwasdonethroughreflecting,validatetheusefulnessofreflecting,therebyencouragingmorereflectingandlearningthroughreflection.

Reflection6

WhatILearned:Lesson6and7

ReflectionsonLearning:

Forthislesson,Ilearnedtheimportanceofhavingamentororfriendwhoyoucangotoforadvicewhenlearningsomethingnew.IhavebeenstrugglingwithconsistentlyhavingsorefrontteethafterIhavebeenpracticingtheclarinet.IassumedthismighthappenforthefirstfewtimesIpracticedtheclarinet,butdidnotthinkitwouldgoonthislong.Italkedtomyfriendwhoplaystheclarinet,aswasmyplanifIhadanyissuesthatarosewhilelearningtheclarinet,whotoldmethatsoreteethwasafairlynormalthingbutthatIshouldmakesuretowatchmypostureandloosenupmymouthandnecksothatIdon’tbitethemouthpiecesohard,resultinginsoreteeth.IfounditveryhelpfultotalktosomeonewhocouldhelpmewiththeissuesIwashaving,evenifonlytovalidatethatthisisanormalthingthathappensandI’mnotdoingsomethingcompletelywrong.GettingthisadviceandputtingitintopracticedefinitelyhelpedmylearningasitgavemesomethingmoretothinkonwhenIwaspracticingotherthanjustthenotesandrhythms,andendedupgreatlyhelpingmysoreteethissue.

Reflection7

WhatILearned:Lesson8and9

ReflectionsonLearning:

OneaspectoflearningIreallyreflectedonwhileworkingthroughtheselessonswashowmanylittlethingstherearetolearnandrememberwhenlearninghowtoplayanewinstrument.Forexample,earlierIdiscoveredhowsomesmallchangesinmyposturemadealotofdifferenceinmysound,howeverassoonasIhadtolearnmoretrickyaccidentalsandfingerings,whichhasbeenhappeninginthelastfewlessons,myposturerevertedtowhatitoriginallywas.BecauseIhadjuststartedworkingonmypostureanditwasn’tnaturalatthispoint,assoonastherewereotherchallengingthingstothinkaboutmyminddidn’tfocusonmypostureanymore,butthemoreimmediatechallengeofnotesandfingerings.IthinkthissaysalotaboutlearningingeneralandhowitiseasierformetolearnwhenIonlyhavetofocusononenewthingatatime.Agoodmetaphorforthiswouldbebuildingblocks,where

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youneedtohaveeachblocksecureandestablishedbeforeyoucanaddanotherblockontopofit.

Ialsolearnedthatsometimesthereismorethanonesourceofcorrectinformation!Forexample,IwashavingdifficultieswiththefingeringforEb,theonelistedintheexercisebeingthesameasforD,butwithasidekey.MyissueswerecomingfromrememberingtopressmysecondfingerandthesidekeydownwhengoingfromEnaturaltoEb,andtonotliftupmysecondfingerwhengoingfromDtoEb.AfterstrugglingthroughLesson8usingthisfingering,itoccurredtometosearchonlineforanalternatefingering.IfoundoneinafingeringchartthatgivestheoptionofplayingEbwithbothfirstfingers,whichtomemadesomuchmoresenseandwasmucheasierformetouseintheexercises.FromthisIlearnedthatwhenyouarelearningsomething,itisokaytochallengeorquestionthingsandsearchformoreinformationoutsideofwhatisbeingpresentedtoyou.Thiscouldleadtoinformationbeingpresentedinawaythatmakesmoresensetoyou,thuscreatingdeeperunderstandings.

Reflection8

WhatILearned:Lesson10

ReflectionsonLearning:

AsthisismylastreflectionandthelastlessonIwillbecompletingontheclarinetatthispointintime,IthinkIcansaywithconfidencethatIhaveincreasedmylevelofcompetenceontheclarinet.InowfeelconfidentthatIwillbeabletodemonstratehowtoplaytheclarinetandwhatitsoundslikeformybeginnerstudentsandtroubleshootanyminorissueswithregardstoinstrumentrepair,embouchure,andtechnique.Istillwouldliketocontinuelearningtheclarinet,however,aslearningisanongoingprocessthatdoesn’tjuststopatanypointintime.Ilovetheideaoflifelonglearning,asIbelievethateveryoneisalifelonglearnerandcontinuestolearnnewthingsthroughoutone’slife.Iwouldliketoincorporatelearningmoreabouttheclarinetintomylifelonglearningprocess,asIhaveenjoyedlearninghowtoplaythisinstrumentsofarandamalwayseagertolearnmorethatwillhelpmeasaneducator.

FinalReflectionsandConnections

FromthisPersonalLearningProjectIgreatlyimprovedmyclarinetskills,andalsolearnedmoreabouthowIlearnandreflectedonsomeideasIhaveaboutlearningthatdirectlyrelatetomybeliefsaboutteachingandthatIwouldliketoincorporateinmyteachingmethods.Firstofall,Ithinkthatmyoriginalgoalsweremuchtooambitious,especiallysinceIdidn’tconsiderhowbusyIwouldbewhileonpracticumplacementandhowlittletimeIwouldhavetopracticeduringthistime.Ialsodidn’trealizefromthebeginningthatthelessonsinthisexercisebookdon’tteachyounoteshighenoughtoplayalmostallofthescalesIoriginallylistedaswantingtolearnasindicatorsofsuccess,soIhadtoremovethegoaloflearningvariousscales.IalsohadtorevisehowfarIwouldmakeitthroughthemethodbook,asIdidnothaveasmuchtimetopracticeasIthoughtIwouldduetoother,moreimmediateconcerns

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inmylife,andthefactthatIthoughtIwouldbeabletobreezethroughlearningtheclarinetmuchquickerthanIwasactuallyableto.ThisismostlyduetothefactthatIthoughttheclarinetandsaxophoneweremoresimilartoplaythantheyare,asIhadtouseverydifferenttechniquesinsomeaspectsforplayingtheclarinetthanIhavetowhenplayingthesaxophone.Thiswasoneofthemaincontributorstomehavingtoreworkanddropsomeofmylearninggoalsforlearningtheclarinet.

TherearetwomaintakeawaysthatIfoundfromhavingtosetandreworkmylearninggoals.Thefirstishowbeneficialitistosetgoalswhentacklingsomethingnewandlearninganewinstrumentrelativelyonmyown.WhenIfirstthoughtaboutthisprojectandhowIwantedtolearntheclarinetIdidn’treallyknowwheretostart.Settingthelearninggoalsgavemesmallbenchmarkstoworktowardsandanendgoal,whichhelpeddirectmyplayingandmotivatemetocontinueinmylearning.IthinkthatwhenIbecomeaneducatorIwouldliketohavemystudentssetlearninggoalsforthemselves,especiallyinthemusicclassroomwhenitcomestopracticing,asthiscanhelpgivestudentsanendgoal,likeitdidforme,andhopefullyhelpmotivatethemtolearnandthusmeetthesegoals.Lacaille,Koestner,andGaudreaudiscusstheimportanceandbenefitofhavingstudentssetmasterygoalsinherstudyofachievementgoalsforperformingartists,sayingthatthese“playacrucialroleforperformersduringdeliberatepracticeandrehearsals”(253).Thestudythattheseresearcherscarriedouttestedouttheeffectsofsettingdifferenttypesofgoalshadonstudents,findingthatmasterygoalswerebeneficialtoandenhancedstudentlearning.Becauseofthis,Iwouldliketoincludethecreationofsuchgoalsinmyclassroom,andtrytoavoidmoreperformance-basedorperformance-avoidancegoals,whichwereproveninthisstudytobedetrimentaltostudentmotivationandlearning.Iwouldalsoliketostresstomystudentsthatthesegoalscanchangeorshiftatanytimerelatedtothecourseofthelearning,asthistakesthepressureofftomeetgoalsthatjustaren’trelevantorworkinganymore.Knowingthatitwasperfectlyfineformetoreworkmylearninggoalsforthisprojecthelpedmelearnatapacethatworkedforme,andnotfeelstucktryingtodosomethingthatIjustwasn’tabletodo.

ThesecondtakeawayisrelatedtothelooserrelationbetweenclarinetandsaxophonethanwhatIperceivedtheretobe.Inthemusicclassroom,eventhoughclarinetsandsaxophonesarebothreedinstrumentstheycan’talwaysbegroupedtogetherwithregardstopostureandtechniqueinthesamewaythatsomeofthebrassinstrumentscan,forexample.NowthatIhavefirsthandexperiencewithsomeofthesedifferences,IwillstrivetorememberthesewhenIamworkingwithstudentswhoplaytheseinstrumentsatanyskilllevel,andtotryandprovideindividualizedinstructionforclarinetsandsaxophonesasmuchaspossibletoprovidemystudentswiththemostrelevantandusefulinformationIcan.

AnothersignificantlessonIlearnedthroughthisprojectwashowhelpfulknowingan“expert”orsomeonewhohasmoreexperiencethanmeis.HavingafriendwasverybeneficialinthatIwasabletoaskforquickpiecesofhelpandadvicefromsomeonewhoactuallyknewwhattheyweretalkingabout,andsomeonewhoIcouldhaveaconversationwithaboutthisadviceratherthanjustreadinginformationfromawebpageorbookaboutclarinettechnique.AlthoughIdidn’tendupneedingtoaskmyfriendwhoplaysclarinetverywellformuchhelporadvice,whenIdidtalktoheraboutsomeofmyissuesshewasabletoprovidemewith

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assistanceveryquicklyandclearlybecauseshehadhadtheseissuesbeforeandknewthefix.ItwasalsohelpfuljustknowingthatIhadsomeoneIcouldgotoifIneededto,whichgavemesomesmallpeaceofmindinmylearning.

TherearemanywaysthatIcouldimplementthisideaintomymusicclassroom.Ireallyliketheideaofhavingseniormusicstudentstalktoorworkwithmorebeginnerornovicelevelstudents,astheseniorstudentswerelikelyinthebeginner’sshoesnottoolongago,andthereforewouldbeabletorelateandhaveabetterunderstandingoftheissuesabeginnerinstrumentalistonanygiveninstrumentwouldbe.Iwouldalsoliketomakeuseofprofessionalmentorsorguestspeakers.Assomeonewhodoesn’thaveverymuchexperiencewithbrassinstruments,IknowthatIwilllikelyneverbeabletoanswerallofthequestionsmyfuturebrassstudentswillhaveaboutplayingtheirinstruments(althoughIwilldomybesttogetalloftheanswersIcan).Ithinkthathavingprofessionalmusiciansfromthecommunitycomeintovisitmymusicclasseswouldbesuchawonderfulandrichexperienceformystudents,astheywouldbeabletotalktoorworkwithsomeonewhoisanexpertinthatinstrument,whichcouldalsoprovidemystudentswitharolemodelandaninspirationtopursuetheirinstrumentbeyondthemusicclassroom.InthefutureIwillstrivetomeetanddevelopgoodrelationshipswithlocalmusicianswhoareexpertsinareasthatIamnotasstronginsothattheycanhelpmystudentsinareasImightnotbeabletoverywell,andfurthertheirlearning.

FromsomeoftheexperienceIhadat“noodling”ontheinstrumentandnotplayingexactlywhatwaswrittenonthepage,Icametorealizethatallowingstudentstimetodosomeexplorationandexperimentationontheirinstrumentscanbeavaluablelearningtool.Ithinktherearesomethingsaboutmusicthataredifficulttobesaidinwords,especiallywhenitcomestotopicssuchasexpressivity,butalsoevenwhendescribinghowtheembouchurechangesbetweenthedifferentregistersontheclarinet.Ithinkthatstudentsneedtobegivensometimetodiscoverthesetypesofthingsforthemselvesandthatitwillprovidethemwithadeeperunderstandingoftheideaasopposedtolisteningtomelectureaboutitfor10minutesandnotbeingabletoexperienceitforthemselves.Becauseofthis,Iwoulddefinitelyliketogivestudentssometimetodosomeexperimentingandgetawayfromthenoteswrittenonthepagebecausemusicandtechniquearesomuchmorethanthat.Ithinkthechallengewiththiswouldbetopointstudentsintherightdirectionwithoutgivingthemtoomuchinformation,andensuringthatthetimegivenisspentrelativelyon-taskandnotgoofingaround.HopefullythisisanideathatIwillbeabletouseonmynextplacementandcontinuetodevelopinthefutureforuseinmyclassroom.

References

Lacaille,Natalie,etal. “Onthevalueofintrinsicratherthantraditionalachievementgoalsfor performingartists:ashort-termprospectivestudy.”InternationalJournalofMusic Education,vol.25,no.3,2007,pp.245-257.