Michael Andree

Pretest
Student
Anna Hutcherson
Rubric:
Range:
___Good 2 points- Student is able to perform a range of one octave
with a good and clear tone.
_X_Average 1 point- Student has a standard range but has some
trouble spots or confidence issues while playing
___Unsatisfactory 0 points- Student is not currently able to play at an
acceptable range confidently and consistently.
Intonation:
_X_ Good 2 points- student plays scales with not mistakes
___ Average 1 point- student plays will some mistakes but still smooth
and consistant
___ unsatisfactory 0 points- student plays many mistakes with out any
sense of direction or idea where tonic is.
Rhythm:
_X_Good 2 points- student is able to perform the rhythms correctly,
consistently and confidently with little to no mistakes.
___ Average 1 point- Able to perform rhythms at a moderate tempo
with some mistakes.
___Unsatisfactory 0 points- student performs the wrong rhythms at any
tempo.
Posture:
_X_Good 2 points- students have feet flat on the floor, sitting up
straight, holding instrument properly and on edge of chair.
___Average 1 point only breaking one role
___Unsatisfactory 0 points- does not do everything listed above
Buzzing:
___Good 2 points Student is able to buzz a pitch correctly, accurately
and constantly
_X_Average 1 point Student buzzes well but makes a couple of
mistakes
___Unsatisfactory 0 points Student is not able to buzz with a good tone
or in tune.
Total 8/10= 80%

Michael Andree
Lesson plan #1
Student
Anna Hutcherson
Objectives:
The student will increase their range to a minimum on one
octave.
The student will move through their range smoothly and with
good tone.
Procedures:
The student will begin the lesson by doing a couple of breathing
exercises. She will breathe in 4 & out 4, then 6,8, and so on.
We will then move onto buzzing from our lowest pitch to highest
pitch slowly and clearly. (pauses for breathing is acceptable
breathing) We will go from high to low and then the opposite and
we will do this doing different dynamics.
Next we will continue to buzz but we will do this exercise, Do,Dore-Do,Do-re-me-Re-Do, Do-Re-Me-Fa-Me-Re-Do and so one. This
will help the stretch the students range. During this the student
will be asked to remember to use a good supply of air as the go
higher.
Next we will do this same exercise but with the interments and
they will do it multiple of times but going up chromatically after
finishing.
At the end of the lesson we will do a variety of scales that the
student wishes to work on.
At the end we will do what the student wishes to work on.
Conclusion:
In the pre-test it was clear the student knew the slide positions for the
scales very well but she had trouble initiating the pitch in the upper
register. So I concluded that a variety of range stretching exercises
were necessary. The one problem with one of my exercises was that
the student did not know the slide positions to move chromatically, this
was an easy problem to fix because I would module it for her as she
played. It appeared my methods worked well with the student because
it appears her upper register notes are more clear and powerful.

Michael Andree
Lesson Plan #2
Student
Anna Hutcherson
Objectives:
Student will work on improving on her range.
Student will work on playing scales with out stopping many times
to take a breath.
Procedures:
The student will present what she has prepared for the lessons,
which were scales and the exercises given to her the last time we
have met.
After she has finished performing, the instructor will provide
some constructive criticism if necessary.
It appears that her breathing is the source of her problems; her
breathing is shallow and small. So we will spend a good deal of
time on breathing. We will do 4 breaths in and 4 out, then 6,8
and so on. During this I will have her look in a mirror to look her
self so she can give herself her own evaluation and figure out
what she is doing wrong.
After doing a variety of breathing exercises the student will be
given sometime to rest.
We will now do lip slurs on go from Do-Sol-Do and move up and
down chromatically, I will give slide positions if needed.
At the end we will do scales and I will ask her to remember all
the ideas we had discussed before.
Conclusion:
The student was very organized in her practiced methods; she had a
schedule on what she was going to practice and for how long. I believe
the student is improving because she has a more rounded tone then
what she has had I the past. I think I need to learn more exercises for
breathing because I feel like she is not being challenged. Overall I think
the lesson went smoothly and efficiently.

Michael Andree
Post-test
Student
Anna Hutcherson
Rubric:
Range:
_X__Good 2 points- Student is able to perform a range of one octave
with a good and clear tone.
___Average 1 point- Student has a standard range but has some
trouble spots or confidence issues while playing
___Unsatisfactory 0 points- Student is not currently able to play at an
acceptable range confidently and consistently.
Intonation:
_X_ Good 2 points- student plays scales with not mistakes
___ Average 1 point- student plays will some mistakes but still smooth
and consistant
___ unsatisfactory 0 points- student plays many mistakes with out any
sense of direction or idea where tonic is.
Rhythm:
_X_Good 2 points- student is able to perform the rhythms correctly,
consistently and confidently with little to no mistakes.
___ Average 1 point- Able to perform rhythms at a moderate tempo
with some mistakes.
___Unsatisfactory 0 points- student performs the wrong rhythms at any
tempo.
Posture:
_X_Good 2 points- students have feet flat on the floor, sitting up
straight, holding instrument properly and on edge of chair.
___Average 1 point only breaking one role
___Unsatisfactory 0 points- does not do everything listed above
Buzzing:
_X__Good 2 points Student is able to buzz a pitch correctly, accurately
and constantly
___Average 1 point Student buzzes well but makes a couple of mistakes
___Unsatisfactory 0 points Student is not able to buzz with a good tone
or in tune.
Total 10/10= 100%

Michael Andree
Reflection
During these lessons I noticed that I tend to be a little to relax.
What I mean by this is that I dont really challenge the student very
much. I think this because she exceled in the objectives presented to
her very easily which is good but in the long run it could hurt her.
Another area I think I could work in is being clearer with what I wanted
because on some one my range extension exercises the student was
confused. So in the future I probably model what I want first and then
ask them to do it. During the lessons and through the use of my tests, I
believe I was able to isolate trouble areas very well and addressed the
issue with good solutions. Through this process I think I have grown as
both a teacher and a student.