Jamie Ross

ATCL

Unit 2: Case Study

Jamie Ross

ATCL

Unit 2

Contents Page

2.1.1.1 Description and Analysis of Learning to Date and Future Needs

2.1.1.2 Student Learning Record

2.1.1.3 Questionnaire

2.1.1.4 Description of Pupil

2.1.1.5 Observation of the pupil in another teachers session

2.1.1.6 Session Plans

2.1.1.7 Future Session Plans

2.1.1.8 Individual Activity Description

2.1.2.1 Description of the Group

2.1.2.2 Description of the Group in another teacher’s session

2.1.2.3 Student Learning Records 1-3

2.1.2.4 Session Plans

2.1.2.5 Group Activity Description

2.1.2.6 Future Session Plans

2.2.1 I Feel Wonderful

2.2.2 Creating Characters Through Song

Appendix A Session Evaluations

Unit 2.1.1.1

Description and Analysis of learning to date and future needs

Learning to Date

Qualifications

• Grade 2 (Solo) Musical Theatre

• Grade 3 (Group) Musical Theatre

• Grade 1 Violin (ABRSM)

• Grade 2 Guitar (ABRSM)

• Grade 3 Piano (ABRSM)

In Musical Theatre (Group);

• Exam Taken 6/4/06 (Distinction 86/100)

• She demonstrates sustained delivery, with a constant awareness of the audience

and some sense of spontaneity.

• She has an evident command of the relevant technical skill required for musical

theatre at this level.

• She is aware of the demands of the material being performed and has an

understanding of the meaning of the material chosen.

• She has the ability to work well as part of a team.

• She possesses vocal clarity, however requires training in supporting high notes

with breathing and needs to learn to take care not to strain the neck or

shoulders.

• She speaks with great energy, however needs to learn not to rush through

dialogue especially at the ends of sentences.

• She can move in a coordinated fashion in order to emphasise the action of a

scene.

In Musical Theatre (Solo)

• Exam Taken 9/7/05 (Pass 73/100)

• She shows an understanding and learning of any material presented for

performance.

• She shows a basic level of audibility and clarity, despite slightly limited

performance skills.

• She can give an imaginative response to any chosen material.

• She can sing in tune, however her voice carries a certain husky quality, inhibiting

projection and clarity.

• She has trouble adding expressive variation to gain interest and colour.

• Dialogue is superior to singing and carries a sense of conviction, which

dramatically increases her ability to establish a character.

• Her improvisation skills show a connection and a sensitive understanding of the

material studied and the characters portrayed.

• Can speak with confidence about any material studied and has an ability to

comprehend the relevance of the material studied to the theme of a performance.

Future Needs

Over the course of our 10 sessions, I intend to work on

• Improving the tone of her voice when singing, in order to try and remove or work

around a perceived "huskiness"

• Projection and clarity of the singing voice.

• Showing conviction and establishing character through the medium of song.

• Using breathing to support the voice when singing high notes.

• Not straining the neck or shoulders in order to achieve notes higher in the vocal

range.

• Maintaining a constant pace when delivering lines whilst maintaining energy.

• Maintaining fluency throughout the performance of an exam program.

Unit 2.1.1.2

Student Learning Record

Student: Eleanor Mayhew

Previous Experience and

Qualifications

Topic’s Learnt Future Needs Targets for the future

Grade 2 (Solo) Musical

Theatre

Grade 3 (Group) Musical

Theatre

Grade 1 Violin

Grade 2 Guitar

Grade 3 Piano

Basic techniques for

improvisation,

similar to what

happens in exam

situations.

Worked on

supporting the voice

using the diaphragm.

Performing lyrics as

speech, like in the

exams.

Controlling vocal

performance whilst

dancing.

Learn to support my

voice better when

singing at the upper

and lower end of my

range.

Improve ability to sing

whilst dancing to keep

the voice supported.

To know my limits when

I have a sore throat or

other illness.

Ellie should now be

focusing on properly

letting go of inhibitions

when rehearsing, she

has a great deal of skill

and should be showing

it off more!

To display even more

energy in dance

routines and songs that

involve a lot of

movement.

To pass Grade 7 and 8

musical theatre with a

distinction or a merit.

Student

What I have learnt so far and what I need to do to improve

Teacher

How is the student doing so far and what do they need to work on?

Session One Been given my pieces to learn and

talked about what I have to do in the

exam. I have also had a go at one of the

pieces that we will work on next week.

Next week I have to start learning my

pieces and thinking about characters.

Ellie seems to have reacted well to all

of her pieces, including Close Every

Door, which at first I was unsure about

giving her as it is a male song.

Because we are just starting out at the

moment, Ellie just needs to start

learning her pieces at home so that we

can work on them in these sessions.

Session Three This week we worked on the how I am going to play the character of Captain Hook in my monologue and song.

I also ran through all my pieces but we have not started to look at these properly yet.

Next week I need to have learnt at least some of my spoken piece off by heart and to try and remember the things we discussed about it this week.

Ellie is progressing well with all of her pieces, she is looking at the scripts and lyrics less and less when she gives a performance and is starting to get to grips with some of the basic emotions in the pieces.

We have covered some of the basic emotions involved in her spoken extract and marked up her script to show where these occur.

Ellie mentioned having a sore throat that the moment, and this is something she will have to be careful about in the next few sessions, so that she does not injure her voice.

In the next few sessions Ellie needs to be able to perform the dance routine that she will be learning outside of these sessions.

Session Six So far I have looked at all of my pieces in detail and I have shown Jamie my dance routine that I have learnt with Cheryl.

We have talked about emotions in my other songs and also about what gestures I can use in these songs to give a better performance.

Jamie has also given me some help with singing with a sore throat so that I do not damage my voice.

I now need to work on the other parts of the exam, like the improvisation and the discussion.

Ellie is really starting to master some of the material now. She is able to perform her songs and spoken extract without having to refer to the script all of the time.

In her spoken extract she needs to focus a bit more on the character of Hook and making him a bit more larger than life.

We have decided to change the key of Close Every Door, to make it more comfortable for Ellie to sing and to allow her to focus more on the performance rather than the pitch of the song.

In the next few session we will be tweaking the performances that she is giving as well as looking at the other elements of the exam.

Ellie needs now finish researching her pieces and be able to talk confidently when asked about the pieces and characters.

Session Ten This was our last session before my exam, I think that I am just about ready. Jamie has told me that I am more than good enough to pass the exam with a good mark and that I just need to get in there and give it my all.

I have done some research into all of my pieces and I have seen performances of a few of them as well. I think that I should be able to answer the examiners questions quite easily.

For my exam I need to remember to put all of the things that we have talked about into practice when performing my songs and spoken extract. I need to remember to include all of the emotions and movements that Jamie has given me.

Ellie is now ready for her exam, my main concern is that her sore throat will lead to problems in the exam that haven't yet come up in rehearsals.

Ellie has shown that she is extremely capable when it comes to improvisation and discussion of her chosen pieces, I just hope that she shows this to the examiner next week.

Her pieces and spoken extract have all developed really well, and if she puts into practice the aspects of the performance that we have talked about she will be guaranteed a Merit in Grade 6 musical theatre.

She just needs to remember to really show off in the exam and to not let anything hold her back from giving the best performance that she possibly can give.

Student's Self Evaluation;

I have enjoyed the challenges presented by my Grade 6 pieces and I feel I have learned

a lot from working on the more difficult aspects of performing them. At first I was not

too keen on some of the pieces but when Jamie explained how they could help me

improve I realised that they were good choices to develop my ability.

In the future I would like to work on more improvisation and acting, maybe including

some more mature characters and pieces. I would like to improve my singing range as

well so that I can be more versatile as a performer.

In the exam I thought that I did quite well, and I was glad that my bad throat that I had

for a few months before the exam had almost gone. I was extremely pleased when I

found out that I got a distinction and I am really looking forward to taking Grade 7 and 8

in the future.

Evaluation of Teacher;

I thought that Jamie made a good teacher because he was quite encouraging in my

exam sessions, he helped me a lot with supporting my voice using my diaphragm and he

seemed to understand the way voices worked. He also gave me a lot of help and support

with my improvisation, which I had never done in an exam before, I liked his method of

working out a beginning, middle and end to an improvisation as I thought it made the

whole thing easier to do.

Unit 2.1.1.3

Questionnaire

Section a) Personal Information

• Name

• Age

• How long have you been attending TAPA?

• What parts have you played in TAPA's annual productions?

• Have you ever wanted a part and not been given it?

• Do you want to take a lead role in future shows?

• Which of the three musical theatre skills do you enjoy the most?

Section b) Experience in School

• Which school do you currently attend?

• What year are you in?

• What experience of Drama/Music/Dance/Musical Theatre have you had at school?

• Have you taken part in any school productions?

• What were those productions?

• What parts did you play?

• Did you enjoy these productions? Why/Why Not?

• Have you considered joining the Youth Theatre/Dance Troupe?

Section c) Experience Outside Of School

• Have you taken part in any other theatre companies' productions?

• If so, what part did you play, and did you enjoy it?

• What support do you get from your parents?

• What qualifications do you have?

• Do you want to continue with Musical Theatre into the future?

Section d) Self Assessment

• What do you feel are your strengths?

• What do you feel are your weaknesses?

• Which of the 3 musical theatres skills do you find hardest?

• What shows would you like to be in? Which parts?

• Do you feel more comfortable working with boys or girls?

• Do you want to continue at TAPA up to Grade 8?

• What would you like to improve about yourself over the course of the 10 lessons?

Unit 2.1.1.4

Description of Pupil

For my individual student, I have chosen Eleanor Jacqueline Mayhew-Hills, who is 13

years of age and has been a member of Tynedale Academy of Performing Arts for the

past 4 years, taking a short break after the 3rd year to participate in another theatre

group. She has a moderate amount of experience of musical theatre, and has played in

several of TAPA's productions including Charlie and the Chocolate Factory, Three Cheers

for Mrs Butler, Little Shop of Horrors, and supported the make up team along with

prompting duties in Seussical the Musical. Outside of TAPA she has been involved with

school plays at Bellingham Middle School, where she played the roles of Rizzo in Grease,

Jacob Marley in A Christmas Carol, and Cinderella, she enjoyed playing these parts,

however the nature of the school productions meant that she was left wanting more of a

challenge. She currently attends Queen Elizabeth High School in Hexham, and has

expressed an interest in joining the proposed dance group and the Youth Theatre,

although this has been postponed because of a holiday. Other than school, she became

involved with the Hexham Stage Society for a short period, during which, she played the

part of Gracie Shins, The Mayor's Daughter, in The Music Man. Other qualifications

include Grade 2 on guitar, Grade 3 on piano and Grade 1 on violin in addition to Grade 3

(Group) in Musical Theatre.

In terms of ability, I have briefly assessed her skills whilst observing her taking part in a

series of workshops, looking at the three disciplines of Musical Theatre. Of the three,

dance is by far the strongest, then drama, then singing. In dance she has a good

posture, and puts herself across as being a confident and able performer. She has a

sense of modesty when dancing, and sometimes appears reluctant to show off, however

she will normally perform for her peers with a small amount of coaxing. She is very

quick to learn a routine and can perform fluidly and powerfully with plenty of attitude,

she comes across as a leader of people rather than a dancer and I think that this could

be one of her strongest abilities. Drama and Singing, she does appear to be less

enthusiastic about, she does not seem to show the same interest that she does when

she is dancing, she expressed a lack of confidence in these two skills, so this will become

an area for work. In terms of self assessment, she believes that dance is her strongest

discipline, and that she has less confidence, rather than ability, with the other aspects of

musical theatre.

Eleanor has expressed an interest in continuing her studies at a performing arts college,

and then to work towards a degree in music and or drama. In the future at TAPA

however, she has expressed an interest in achieving a Grade 8 Qualification in Musical

Theatre and also in playing lead roles in future TAPA productions such as Wendy in Peter

Pan, despite this, she says that she has never been disappointed with a role give to her

by the TAPA team, which to me suggests a past lack of confidence. Eleanor has a desire

to succeed in the field of musical theatre, and she believes that she is fully supported in

pursuing such a career by her family, with her father providing a lot of help with her

studies and performance work.

Unit 2.1.1.5

Observation of the pupil in another teacher's session

Today I have been observing Eleanor in a dance workshop led by TAPA's dance teacher

and choreographer Cheryl. She was taking part in this session as part of TAPA's group 3,

who are aged around 12-16.

In other teachers lessons Ellie seems to display a lot of the maturity that she she shows

when working on a one on one basis, she displays good social skills and can comfortably

work and cooperate with the other members of the group. Ellie is definitely one of the

more capable students in group 3 and can respond to most of the tasks set by the

workshop leader very quickly and showing a good deal of technical ability and creativity.

As a dancer she moves very fluidly and with a great degree of confidence and is able to

dance in many different styles. Her style of moving is a nice medium between

gracefulness and energy. She is able to execute complex sequences of routines and

seems to pick up moves very quickly, making her a very versatile performer to direct.

When performing in a smaller group Ellie is a natural leader, and the other students

seem to look to her for support when performing, she is not however selfish when it

comes to performing and she tends not to try to upstage other members of the group in

this kind of situation. She is comfortable with working with partners as well and does not

show any immature shyness or start laughing when asked to perform along with a

partner.

When working completely solo, Ellie displays a shyness and modesty of first, and

sometimes needs to be told to really let go when performing. When she does let go of

her inhibitions the results are always fantastic, she gives a lot of expression and energy

to her performance and shows a good deal of understanding though her movement and

facial expressions.

Unit 2.1.1.6

Session Plans

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 1

Objectives

By the end of the session the student will have;

• Discussed the chosen material, including reasons and personal opinions

• Run through the selected pieces to ensure suitability

• Discussed any amendments to the programme

• Understood the context of the pieces chosen

• Understood the next steps to be taken in terms of research

Session Plan

Intro

• Introduce self as mentor for the 10 sessions

• Introduce material if not already familiar

Discussed the chosen material, including reasons and personal opinions

• Ask for what the student wanted to learn and perform and how these

desires have been met

• Ask if the student is comfortable with all of the material chosen

• Ask if the student is familiar with any of the material including context

• Ask if anything has been left out which the student wanted to perform

Run through the selected pieces to ensure suitability

• Run through each of the individual chosen pieces to make sure that it will

be feasible to perform them for an exam.

• Look at;

Vocal Range

Character

Diction

Understanding of the pieces

Discussed any amendments to the programme

• Discuss any possible amendments that can be made to the program

• Confirm these changes with Lesley after the session

Understood the context of the pieces chosen

• Discuss the material to ascertain the student’s current level of

understanding of the pieces

• Talk about the pieces to be studied

• Talk about characters involved as well as plot

Understood the next steps to be taken in terms of research

• Tell the student to research the pieces on Wikipedia

• Tell the student to try and obtain videos of the pieces

• Tell the student to look on You Tube to see other people’s performances.

Evaluation

This was a good session for Ellie; I have noticed that since returning to TAPA, the

perceived “husky” quality of her voice has disappeared and that she now

possesses a much clearer singing voice. I think that the pieces that have been

selected are all compatible enough with her voice that she will be able to perform

them very well, and she should be capable of getting a very good mark in this

exam. I feel that at her current standard, Grade 6 is the correct exam to be

entering her for. Over the course of the 10 sessions I feel that it will be most

beneficial to Ellie to just work on the songs and extract as individual pieces, and

try and incorporate the development of her as a performer into these activities.

In the 10 session after this I would like to work with Ellie on a more individual

level, helping her to develop good vocal technique when performing. For next

week I have asked Ellie to concentrate of learning the fundamental aspects of all

of her pieces and to look at them in a very basic sense so that we can make sure

that she knows the rhythm and melodies of the pieces before we try and develop

them any further. After this I will break up the program and look at individual

aspects in individual sessions.

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 2

Objectives

By the end of the session the student will have;

• Discussed what progress has been made since the last session

• Run through the chosen pieces to recap what was done in the last

session

• Discussed what can be done to improve the performances being given

• Performed a second run of the chosen pieces

• Understood fully what is required for the unprepared piece

Session Plan

Intro

• Ask what has been done since the last session.

• Check that there are no medical complaints that would endanger the

student’s voice.

Discussed what progress has been made since the last session

• Ask how much practice has been done

• Ask if there have been any problems at all with the material

• Check if the student is still happy to go ahead with the material as

planned

Run through the chosen pieces to recap what was done in the last session

• Go through each of the chosen pieces to establish which ones to focus on

• Before starting each piece, run through what was said in the last session

• When running through, do so without interrupting, and make notes on

the performance as not to reduce the students confidence

Discussed what can be done to improve the performances being given

• Run through as many good points about the performance as possible

• Highlight any negatives and work on ways of overcoming these points

• Finish the review with more positives in order to end on a high note

Performed a second run of the chosen pieces

• Taking all of the discussed points into account perform the chosen pieces

again.

• At the end of this, quickly review any major points that were noticed.

Understood fully what is required for the unprepared piece

• Ask the student which of the three disciplines they would like to work on

for the unprepared piece.

• Present the student with material for the chosen discipline, or

alternatively give a sample of what each discipline would involve.

• Rather than leaving the student for 20 minutes, spend most of the

remainder of the session walking the student through the material.

• Ask the student to give a final performance of the work done.

Evaluation

Ellie has responded well to the tasks set for her last week, she has come back

with a clear knowledge of each of the songs and can perform each of these pieces

with a high level of proficiency, provided she still has a copy of the lyrics in front

of her. This is perfectly acceptable as I have not asked her to start memorizing

the pieces yet. She has demonstrated an excellent ability to take in constructive

criticisms and responded very well to the suggestions and observations that I

made during her performances of the songs, the main criticisms were the fact

that when performing Joseph she was switching between vocal registers as the

piece went on, and this will be addressed when I give her a copy of the Joseph

backing track in a different key so that she can better perform it. When asked to

sing the song in either her high or low register, Ellie was physically unable to do

so, because the song is originally written for a man, who would sing it in his

comfortable register, the fact that she attempted this without question shows that

she is a competent performer who is ready and willing to learn. Next week I

intend to work on her spoken extract, by breaking it up into sections and asking

Ellie to assign different emotions to different sections.

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 3

Objectives

By the end of the session the student will have;

• Discussed what progress has been made since the last session

• Performed a quick run through of selected pieces

• Read through the spoken extract and marked on different emotions

• Discussed the character of Captain Hook and described how they intend

to portray him

• Performed a run through of the spoken extract

• Reviewed this performance

• Decided on what piece will be focused on next week

Session Plan

Intro

• Ask how the student is progressing with the chosen pieces and if they

are having any major problems.

• Check that there are no medical complaints that could damage the voice.

Discussed what progress has been made since the last session

Ask if the student is practicing the assigned material from the previous

session

• Check there are still no problems at all with the chosen pieces

Performed a quick run through of selected pieces

• Check that any and all notes given in the previous week have been

addressed

Read through the spoken extract and marked on different emotions

• Break down the piece into different blocks, using the paragraphing found

in the script, and assigning a different basic emotion to each one, using

feedback from the student.

Discussed the character of Captain Hook and described how they intend to portray him

• Ask the student to give their idea of what the character of Hook is like as

a person

• Ask the student to think of some interesting features of hooks character

• Get the student to say how they will show these emotions.

Performed a run through of the spoken extract

• Ask the student to perform using the script, even if they can do it without

prompting in order to remind them of the emotions decided on earlier in

the session.

Reviewed this performance

• Focus in now on improving different aspects of the performance,

focusing on adding extra emotions to specific words and phrases, looking

at the timing of the speech and at any movements and gestures which

the student has spontaneously done, and ensuring that the student

knows what to include in future performances.

• Suggest any additional movements that would look suitable in the

performance

Decided on what piece will be focused on next week

• Ask the student to continue looking at the spoken extract over the next

week

• Ask the student what piece they would like to focus on next week

Evaluation

At the start of this week’s session, Ellie told me that she had been having

problems with a cold that had been developing for some time now. I thus

instructed her to take it easy on her voice for this week, and if the problem

persisted, to get in touch with her doctor about the complaint. She mentioned

that she had been avoiding her singing pieces this week because of her sore

throat; I praised her for doing this as it would be unwise to further put stress on

the voice when it is in such a fragile state. We then moved on to work on Ellie’s

spoken extract and as it is taken from a role she has already prepared for, she

was already quite familiar with it. We broke it down into several sections and

assigned emotions to each one of these sections, I used a basic exercise for this

which involved making a list of possible emotions and then choosing a random

line from the extract and assigning the emotions to that line. From here it is

looking like the spoken extract will take a bit more work, although I am sure once

Ellie has committed it to memory, the varying emotions of this extract will show

through a bit more than they presently are. Next week we have decided to look

at the piece, Goodbye, Peter Pan as this will allow us to continue out work with

the character of Captain Hook. I have asked Ellie to make sure that she knows

the lyrics off by heart for next week as well as getting some basic idea of the

emotions involved with the song.

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 4

Objectives

By the end of the session the student will have;

• Discussed what progress has been made on the spoken extract

• Performed a run through of the spoken extract with script

• Performed the extract without a script

• Reviewed this performance

• Given a performance of the piece chosen at the end of the last session

(Goodbye, Peter Pan)

• Reviewed this performance and adding blocking and basic emotions

• Decided on what piece will be focused on next week

Session Plan

Intro

• Ask if the student has been practicing over the past week

• Check that the medical condition brought up last week are still persisting

• Agree on a safe method of working

Discussed what progress has been made on the spoken extract

• Ask the student what emotion were discussed in the previous session

Performed a run through of the spoken extract with script

• Check that the student is adhering to the blocking and basic gestures

decided on in the previous session

• Check that the student is correctly showing all of the discussed emotions

Performed the extract without a script

• Check that the student can still remember all of the direction given when

performing without a script

Reviewed this performance

• Discuss the performance in terms of character, and how the student felt

that they showed this

• Correct any slips in terms of remembering the various emotions

discussed in the previous session

Given a performance of the piece chosen at the end of the last session (Goodbye, Peter

Pan)

• Check that the student has been learning the piece that was chosen by

asking for a performance without a lyric prompt

• Watch for any understanding of emotion in the student’s performance, so

that this can be built upon later on

• Look out for any slips or mistakes in the singing of the song

Reviewed this performance and adding blocking and basic emotions

• Look at the students performance from before and ask what emotions

they feel are suitable for this song

• Ask the student how they could use their voice to portray this emotion

• Ask the student what movements and gestures they feel would be

appropriate for this piece

• Suggest additional and appropriate blocking and suggest different

emotions for different sections of the piece, in order to add contrast and

interest.

Decided on what piece will be focused on next week

• Ask the student what the next piece that they would like to focus on

would be.

• Make sure that the student has the correct lyrics sheets and backing

tracks in order to full learn the material

Evaluation

Ellie has worked very hard on this piece, she is now able to get through the piece

mostly without a lyrics prompt, and she has a clear understanding of the

emotions and intentions behind the song. Her vocal technique is very clear and

fairly strong and she is projecting her voice well. I feel that we need to work on

her gestures and movement throughout this song, as they are quite small at the

moment, and do not show the eccentric nature of the character of Captain Hook

that we have previously discussed. I think that a lot more could be made of the

camp and theatrical side of the performance, as this is what is starting to come

through with the spoken extract, which was particularly strong this week as Ellie

is now able to competently perform it without a script. Next week we have

decided to focus on Close Every Door, and I have given Ellie a copy of the

backing track in a more suitable key for her voice. Ellie has been showing that

she can respond well to direction, which is a very useful skill for a performer as

she can accommodate the creative ideas of other people whilst retaining a sense

of individual expression in her work. Next week we will be focusing in on

expressing the inward emotions of a piece of music, because Close Every Door is

a lot more of a thoughtful and expressive piece than Goodbye, Peter Pan.

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 5

Objectives

By the end of the session the student will have;

• Given a performance of the spoken extract to check that it has not been

forgotten

• Given a performance of “Goodbye, Peter Pan”, checking for emotions and

direction

• Discussed this performance in terms of character and emotion

• Given a performance of “Close Every Door”

• Discussed this song in terms of meaning, emotions and character

• Added in some basic gestures, emotions and blocking in order to reflect

the character

• Given a performance of this piece and building upon the ideas already

given

• Decided on the material for next week

Session Plan

Intro

• Ask if the student has encountered any problems or obstacles in

practicing over the previous week

• Check on the status of the students medical complaint and advise on how

to best help this

Given a performance of the spoken extract to check that it has not been forgotten

• Run through the spoken extract and check that all of the blocking

gesture and emotions discussed in previous weeks are still present in the

student’s performance

• Suggest additional performance techniques that can be used in order to

fine tune the performance of the piece

Given a performance of “Goodbye, Peter Pan”, checking for emotions and direction

• Check that the student is using their voice within its safe limits and not

putting the voice in danger

• Listen to the student’s voice and correct any issues with timing, pitching

and tone.

• Suggest any improvements to the performance in terms of movement or

gestures

• Suggest ways that the student could alter their voice in order to further

convey the emotion and character of the song

Given a performance of “Close Every Door”

• Listen to what the student is doing naturally with this piece and make

notes of what works and what doesn’t

• Listen to make sure that the song is definitely suitable for the student’

voice and that they are not doing anything unhealthy when singing the

song

• Work out some basic emotions and blocking to go with the song

Discussed this song in terms of meaning, emotions and character

• Look at the emotions that are present, and the current situation of the

character, discussing with the student how these can be demonstrated in

the performance through the use of voice and movement

• Discuss how this song can be contrasted with the rest of the program

through in terms of energy and emotion

• Ask the student if they have any additional ideas about the piece

Added in some basic gestures, emotions and blocking in order to reflect the character

• Using the notes made during the initial performance, suggest what can

be done with the student’s performance in order show the character

being portrayed

• Ask the student to think of some gestures and movements that they feel

would be suitable in the piece

Given a performance of this piece and building upon the ideas already given

• Look at how the student has responded to direction, and take note of any

additional movement and gestures that have been included

spontaneously

• Using a mixture of my own and the students ideas, decide with the

student on all of the blocking and basic emotional direction, so that the

student has something solid that they can go off and practice

Decided on the material for next week

• Discussed that the only piece that is left to be looked at is the dance

routine, and check that the dance aspect of the piece has been worked

on

• Make sure that the student knows to go off and work on the lyrics of the

song for next week

Evaluation

This week we have worked a lot on understanding the emotions of a song which

is an exercise that Ellie seems to have no problem with whatsoever, she is able to

look at a piece of script and understand a character more or less straight away.

Her performance of Close Every Door was fairly convincing, although there are a

few issues with breathing and timing that we have discussed in the session.

These issues are mostly concerned with cutting off the ends of lines to soon due

to a need to prepare for the next line, we have worked out that by thinking far

enough ahead in terms of the next line of the song, we can overcome this

problem very effectively. We have discussed that next week we will be looking in

detail at her dance routine which has been choreographed by Cheryl. We will be

focusing for the most part on the emotions behind the song because I know that

Ellie is a competent dancer.

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 6

Objectives

By the end of the session the student will have;

• Performed the spoken extract as a review

• Performed “Goodbye, Peter Pan”

• Given a run through of “Close Every Door”

• Discussed the character of Joseph within the context of the song

• Given a second run through of “Close Every Door”

• Discussed improvements to this

• Run through “Good Morning Baltimore”

• Corrected any issues with the singing, expression and emotion of the

song

• Been given some lyrics to learn as speech for next week

Session Plan

Intro

• Check that there have been no problems with the material over the past

week

• Check on the status of the persistent medical problem

Performed the spoken extract as a review

• Look at the performance as a whole and correct any minor issues if there

are no major problems

• Tell the student that this piece is now at an exam standard if there are no

issues with it

Performed “Goodbye, Peter Pan”

• Look at this piece in terms of the movement in it, which has been an

issue in previous weeks

• Check that the facial expressions are as large as is required by the

character of Hook

Given a run through of “Close Every Door”

• Looked at this piece in terms of the direction given last week

• Correct any areas where the student has forgotten the direction given to

them

• Fine tune the direction to compensate for any aspects of the performance

that the student has added in, building upon these new ideas

Discussed the character of Joseph within the context of the song

• Make sure the student understands the emotional situation of the

character at this point in the song

• Ask how this would affect the performance of the song

• Ask the student to include this in the next performance

Given a second run through of “Close Every Door”

• Make sure that the student has taken on board all of the notes that have

been discussed in the previous exercise

Discussed improvements to this

Correct any mistakes that occurred during the performance,

Ask the student if they feel that there is anything else that could be done

with the piece

Run through “Good Morning Baltimore”

• Listen to the way that the student is singing this song, and identify any

problems with singing and moving at the same time

Corrected any issues with the singing, expression and emotion of the song

• Discuss how to solve the problems with singing by using the diaphragm

to support the voice whilst moving

• Using a basic running and jumping exercise, work on the problem lines

• Correct any other issues with the performance

Been given some lyrics to learn as speech for next week

• Tell the student that the key to this exercise is to break the lines apart so

that they sound like prose, rather than a poem

Evaluation

This week I have been very impressed by Ellie’s hard work. She has

demonstrated an excellent ability to combine the disciplines of singing and

dancing. We have run through all of the set pieces now, and Ellie is showing a lot

of maturity in terms of her emotional understanding of all of the pieces. My few

criticisms for this week were to do with the issues with breathing that we dealt

with last week in Close Every Door, and also with some of the vocal support that I

felt was missing during Good Morning Baltimore. There were a few moments

when Ellie was performing that I felt her voice was becoming slightly lost due to

the physical exertion of the song taking away from her diaphragm support. To

help to overcome this problem, we worked on loosening up Ellie’s voice using a

running and jumping exercise that works on allowing the voice to work with

energetic movement rather than against it. I have given Ellie the lyrics to One

Song Glory from Rent to work on as speech for the next session, where we will

also be doing a run through of all of the set pieces.

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 7

Objectives

By the end of the session the student will have;

• Run through all of the prepared pieces so far

• Discussed any issues with these pieces

• Run through the lyrics as speech assignment given last session

• Discussed how the student found this

• Tried a new lyrics as speech, with shorter preparation time than in the

exam

• Been given an improvisation to do for next time

Session Plan

Intro

• Ask if the student has prepared the lyrics as speech given to them last

session

• Check on the status of the student’s cold

Run through all of the prepared pieces so far

• Look at the program as a whole, making sure that everything works and

is being performed as directed

• Make sure that the student is being consistent with the way that they are

performing each of the chosen pieces

Discussed any issues with these pieces

• Discuss any issues that have come up over the course of the performance

and then assist the student with dealing with these

• Discuss the order of the piece in terms of the exam, and how the exam

will be set out on the day

Run through the lyrics as speech assignment given last session

• Listen to the student perform this and make sure that they are breaking

away from the usual rhythm of the words

• Look for a degree of understanding of the words being spoken

Discussed how the student found this

• Find out how challenging the student finds this type of exercise

• Check that they do no want to switch to one of the other two options

• Give the student pointers on doing this activity, such as breaking up lines

where they are not broken in the text and making lines flow from one to

the next as well as using a conversational style of speaking when

reciting the lines

Tried a new lyrics as speech, with shorter preparation time than in the exam

• Give the student a new set of lyrics and tell them that they have got 10

minutes to read through them

• After 10 minutes get the student to perform the lines as they would do so

in the exam

• Make sure that the student is giving a convincing performance that does

not sound like they are reciting a poem

Been given an improvisation to do for next time

• Give the student a simple stimulus and ask them to prepare a 1-2 minute

improvised piece for next time using any method they see fit

Evaluation

Ellie’s ability to read lyrics as speech will probably take a bit more work after

today. She is able to competently read the lyrics aloud, however she has some

difficulty in breaking away from the set rhythm of the words. We have discussed

some techniques for overcoming this problem, such as imagining the lyrics

written out on a single line, adding in pauses to the speech and giving the whole

thing a more conversational style. Her prepared pieces are becoming stronger as

each week goes by despite the fact that her sore throat and persistent cold are

still causing her some discomfort when she is not singing. I have discussed this

with Ellie and she has told me that it is not too painful when she sings and so we

have decided to continue with the sessions as planned. She has been to a doctor

and was told that it was just a cold and she would soon be over it. Next week we

are going to start looking at improvisation techniques for the exam, although I

have a feeling based on Ellie’s ability to pick up the emotions behind songs, that

she will not have too much of a problem with the improvisation.

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 8

Objectives

By the end of the session the student will have;

• Run through all of the prepared pieces

• Discussed any issues with practicing

• Discussed how they think they have progressed

• Discussed what improvements can be made to the program’s

performance

• Performed the improvisation set in the last session

• Tried a new improvisation on the spot

• Tried a mock discussion

• Been informed of what to prepare for next time

Session Plan

Intro

• Find out the current condition of the student throat

• Ask if there are any other problems that have come up

Run through all of the prepared pieces

• Look at how the student is performing the program as a whole

• Listen for inconsistencies in vocal technique

• Make sure that all of the direction is completely appropriate

• Make sure that the student is comfortable performing without a prompt

• Look at the student to make sure they are performing to an imaginary

audience/examiner

Discussed any issues with practicing

• Make sure that the student is not having any trouble whilst practicing at

home

• Make sure that the student has a routine of regular rehearsals

• Ask how the student is looking after their voice

Discussed how they think they have progressed

• Discuss how the student thinks they have changed as a performer

• Ask what skills the student feels they have developed over the course of

the sessions

• Ask the student how confident they are in their abilities now

Discussed what improvements can be made to the program’s performance

• Ask the student what else they feel they could do with their performance

to make it better

• Discuss any notes made during the performance of the pieces

• Discuss ways to address any issues that came up

• Make sure that the student is performing safely

Performed the improvisation set in the last session

• After 1 minute of preparation, ask the student to perform their

improvised piece

• Discuss how well this went, what was good and what was bad

• Suggest some tips for working out improvisations, like thinking

beginning, middle and end

• Ask the student if they feel that this method would be effective

Tried a new improvisation on the spot

• Give the student a new improvisation stimulus and given the student a

minute to prepare

• After the preparation time, have the student perform the improvisation

• Discuss how this has been an improvement on the previous attempt

Tried a mock discussion

• Test the student’s knowledge of the backgrounds of each of the pieces

• Ask questions that will reveal whether the student knows the context of

each of the pieces

• Ask about the emotions involved with each of the pieces

Been informed of what to prepare for next time

• Ask the student to be prepared for a mock exam, including the

discussion, improvisation and lyrics as speech

Evaluation

Ellie’s ability to improvise on the spot has really impressed me this week. Last

week I gave her the stimulus of Captain Hook talking to the pirates after a failed

attempt to kidnap the Lost Boys and she returned this week with a very confident

performance, which consisted of a beginning, middle and end. The improvisation

fitted nicely into 2 minutes and I believe it would get 8 or 9 out of 10 in a real

exam situation. Her mock discussion was confident and she was able to give

intelligently worded answers to all of the questions that regarded the contexts of

the pieces, however she struggled a little bit when it came to some of the

factually based questions, such as the authors and composers of the various

pieces. I have asked Ellie to go off and look these up for the next session as we

will be having another mock discussion as part of next week’s session. When I

asked Ellie to do an improvisation on the spot based on the stimulus of Tracy

sneaking out of the house to go dancing, she responded within a minute with

another intelligently thought out piece that demonstrated her understanding of

the character and piece. Next week we will be trying a mock exam scenario to

prepare for the real thing.

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 9

Objectives

By the end of the session the student will have;

• Run through all of the material in a mock exam scenario

• Discussed this performance

• Run through the pieces a second time, making sure any suggestions are

taken into account

• Been told what is to happen in the final session

Session Plan

Intro

• Ask if the student’s throat has improved at all since the last session

• Ask how ready the student feels for the exam and reassure that

everything is on track

• Give the student some lyrics to perform as speech and allow 10 minutes

of preparation time

Run through all of the material in a mock exam scenario

• Ask the student to enter and introduce themselves and the exam

program

• Watch the performance of all of the exam pieces, with a straight face and

giving no support

• Give the student a stimulus for the improvisation

• After a minute of preparation time ask to see this improvisation

• Ask to see the lyrics performed as speech

• Run through a full discussion with the student

Discussed this performance

• Firstly give some positive pointers about what the student is doing well

• Give some constructive criticism about the pieces

• Give the major criticisms first then move onto the smaller issues

• Finish off with everything the student did well again

• Ask the student if they felt anything was badly wrong with the piece

Run through the pieces a second time, making sure any suggestions are taken into

account

• Ask the student to bear in mind what was said beforehand

• Ask the student to perform the songs, extract and dance

• Watch to see that all of the criticisms that were made have been

addressed

• Praise the students hard work after this run through has been completed

Been told what is to happen in the final session

• Tell the student that for the last session there will be a full mock exam,

with preparation time included, followed by a discussion of how the

student is feeling about the real exam and then a tour of the space that

is to be used for the exam the following week.

Evaluation

This session I heard that Ellie’s cold had still not gone away, she has told me that

her doctor says it is just a normal cold and will pass of its own accord, although

the length of the cold is starting to worry me. Ellie claims that it does not hurt

when she is performing, and so we are continuing with the exam as planned. I

began the session by giving Ellie the lyrics to “Those Canaan Days” from Joseph,

and giving her 10 minutes to prepare. Ellie quickly had read through them and

was walking through the lyrics in her head, trying to think of movements and

gestures to use when performing them. After these 10 minutes I asked Ellie to

leave the room and come back in as if it was her proper exam. She introduced

her program with confidence and maturity before giving one of the best

performances I had seen her do. Now that all of the pieces have fallen into place,

I can see that Ellie is in her element when being watched by an audience. She

performed both of her songs almost perfectly, and her spoken extract was the

most theatrical I had seen her do it. My one criticism of her songs came in Close

Every Door, where Ellie is still cutting of the ends of odd words in the song, rather

than holding notes till the very end. Other than that her performances were of a

very high standard, with her dance routine being a real highlight. She seems to

thrive when asked to combine all three of the musical theatre skills that she is

capable of and Good Morning Baltimore was performed almost flawlessly. For her

improvisation I asked her to imagine that she was Tracey from Hairspray, and

that she was trying to get into a black dance club, but couldn’t get in. She

responded to this very quickly and gave a well realized performance as Tracey.

She is able to very quickly improvise speech which is a very useful ability for a

performer. Her accent could have been a touch more American just for the

purposes of showing the character, but other than that it was a very slick

performance. Her lyrics as speech were performed well, although I do find that

she can sometimes fall back into reading the lyrics as a poem. This is a tiny

problem that I have discussed with Ellie, but I feel that it is outweighed by her

ability to understand the emotions in a set piece of text. Next week I intend to

run the session as if it was the real exam. I will give Ellie 20 minutes of

preparation for her lyrics as speech, and then run through the program with her,

followed by a discussion of how it went and finishing up with an explanation of

the proceedings on the day itself.

Eleanor Mayhew

Grade 6 Musical Theatre

Session Plan 10

Objectives

By the end of the session the student will have;

• Completed a full mock exam including preparation time

• Discussed how this exam went

• Been given a tour of the exam space and an explanation of what is to

happen next week

• Discussed any final thoughts about the sessions as a whole

Session Plan

Intro

• Ask if the student’s throat is definitely on the mend

• Ask if the student has any major concerns about the exam or the exam

program

Completed a full mock exam including preparation time

• At the start of the session, hand the student some lyrics as speech to

prepare and allow them 20 minutes to prepare this

• During this time, write down possible questions for the discussion

• After the 20 minutes is up, ask the student to leave the room, and then

enter as if it were the real exam

• Ask the student to introduce themselves and the program and then begin

• Watch the performances with a straight face and be sure not to give any

encouragement to the student

• After the songs, extract and dance have been performed, the student will

be asked to perform the lyrics as speech given to them at the start of the

session

• After this, give the student a stimulus for improvisation and give them 1

minute to prepare and then perform

• Once all the performance elements are completed, ask the students the

mock discussion questions that were devised at the start of the session

during the preparation time

Discussed how this exam went

• Talk about all of the positive aspects of the performance

• Highlight the problems (if any) with the performance

• Ask the student if they feel happy with all of the preparation that has

been done

Been given a tour of the exam space and an explanation of what is to happen next week

• Show the student the room that is to be used for the exam and the rooms

that are to be used for hair and make up and also for rehearsal and then

preparation

• Run through the students time for getting into hair and make up, going

into rehearsal, going into preparation and finally going into the exam

• Make sure the student know what the procedure will be for getting

prepared for the exam on the day

Discussed any final thoughts about the sessions as a whole

• Ask the student if they feel ready for the exam

• Ask if they have any other queries about the exam

• Find out if the student would have liked to have done anything more in

terms of preparation for the exam

• Ask if the student has enjoyed the session

• Wish the student the very best of luck for the exam and thank them for

all of their hard work

Evaluation

This was Ellie’s final session before her exam and I have left it feeling very

confident about how well she will do in the proper exam. We began the session

by talking about Ellie’s sore throat, which seems to be on the mend. I gave her

the lyrics to Can You Feel the Love Tonight, from The Lion King, to work on as

speech and then gave her 20 minutes to look through these lyrics and prepare

them as speech. We moved straight on after the 20 minutes into a full mock

exam. Ellie introduced her program and performed it with no major flaws at all.

She is performing well above the standard expected for Grade 6 and she should

be aiming towards getting a high merit or a distinction at this level, both of which

I am confident she would be able to achieve. Her lyrics as speech were very

good, although I noticed that the more Ellie broke free from the rhythm of the

song, the more strained the emotions seemed to be, as if she was having to force

her mind off of the rhythm of the words. Her improvisation was very good as

usual, I asked her to imagine that she was Captain Hook sneaking into Peter

Pan’s den in order to poison his medicine. As usual she responded to this very

quickly and gave a very convincing performance, showing a great deal of

understanding of the character of Captain Hook. Her discussion showed that she

had done her research and had a very full knowledge of all of the contexts of the

pieces that she had studied. She was able to give very quick and intelligent

responses and I feel that she will be able to impress an examiner very easily. I

have shown Ellie round all of the different spaces that will be used for the exam

next week, and she knows what is going to happen in terms of timings on the

day. She doesn’t have any other concerns in term of the exam or her program,

and so I finished the session by thanking her for all of her hard work over the

past 10 weeks and wishing her the best of luck for next week. I am looking

forward now to finding out how well she performs on the day, although I am sure

she will have no problems whatsoever.

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Unit 2.1.1.8

Individual Activity Description

Singing with Movement

This was an activity that I decided to use with Eleanor when we were working on her dance

routine to “Good Morning Baltimore” although the techniques that she learned apply to all of

her other pieces.

The purpose of this activity is to teach Eleanor how to control her diaphragm to maintain the

correct amount of pressure required to give a consistent vocal tone throughout strenuous and

energetic movements. I decided that it was necessary for Eleanor to work on this because I

noticed that she was avoiding moving to much when singing and that when she did move, it

sometimes affected the sound of her voice.

To correct this we worked on diaphragm control, I asked Eleanor to sing and hold a note,

keeping the tone as even as possible whilst staying completely relaxed, and then try singing

the note whilst running along the corridor, taking a jump in the middle of the run. This meant

that when she jumped, the tone and pitch of the note changed because there was no support

coming from her diaphragm.

Using this technique I showed her that by introducing support into her diaphragm, she would

be able to maintain the tone of a note even whilst performing an energetic dance routine. One

of the key messages that I tried to communicate to her was the importance of supporting the

voice, rather than introducing tension, which is potentially harmful to her throat. She reacted

well to this information and repeated the note holding and jumping exercise until she felt able

to support her voice from her stomach.

After demonstrating, we were then able to practice her various dance routines and songs with

this new technique which allowed Eleanor to have a greater level of freedom when moving and

singing. After practicing the various exercises that we went through we were able to make

Eleanor’s performances more energetic whilst allowing her to maintain full control over her

voice.

The benefit of this activity is that it allows the student to gain a whole new level of freedom

when performing. I would improve this exercise by finding a definite way of showing the

student how to support the voice from the diaphragm without requiring lots and lots of trial

and error. I think that if I could do this, students would be able to take on board this one

simple idea and then practice at home, confident that they were doing it right.

Unit 2.1.2.1

Description of the Group

The group that I have chosen to use for my case study are a group of young people that I will

be coaching at the Tynedale Academy of Performing Arts summer school over the course of 2

weeks. The group is divided by age into two smaller groups. From here on unless I refer to a

specific sub-group, I am talking about the group as a whole.

The older students are aged roughly 11-18 and are a mixture of students who regularly attend

the TAPA Saturday sessions combined with students who are attending the summer school in

isolation.

The younger half of the group are aged 5-10 and again are a mixture of TAPA regulars and

new students. Some of the students who are close to the upper age limit have been put into

the older group depending on maturity.

The ability levels of each of the groups is very mixed. Some of the students (especially the

regular TAPA students) have taken Trinity Guild Hall exams in Musical Theatre whereas some of

the other students have never been on a stage in their life. This is the same in both the older

and younger groups.

One thing that I immediately picked up on is the fact that many of the TAPA students are a lot

more confident than some of the newcomers, mainly due to the fact that they already know

me. I have decided to make sure that I give every member of each of the groups the chance

to build up their confidence and participate equally in each of the sessions that I have planned.

This will mean deliberately involving some of the quieter students in discussions. However I

must also be careful not to embarrass some of the more shy students.

The final thing that has occurred to me is that all of the students are here out of choice and so

there shouldn’t be too many problems when it comes to motivation. All of the students are

here because they enjoy performing, or want to have a go at it.

Unit 2.1.2.2

Description of the Group in another Teacher’s Session

Today I have been observing the group taking part in a drama session led by Lesley Lofthouse,

who is the drama coach for the summer school in addition to being the Principal of TAPA. I

have already taught one session with the group so I will be able to compare the way they

worked with me to the way they work with Lesley.

The group seemed to be slightly more well behaved with Lesley, notably the younger kids

seemed as though they felt that they couldn’t get away with as much talking and running

around. Lesley certainly has a slightly more heavy handed way of dealing with bad behavior

although she manages to do this without being cruel or nasty. The students seem to respond

to this style of teaching.

The older students seemed slightly more engaged than the others, possibly because in the

session that I observed them in they were working towards the end of week show. They

showed a lot more focus than in my session.

Overall I think that the the students are still a little shy of working with people they don’t know

well. There are a few of the newcomers to TAPA that look to be a little left out of the main

group. I think that a good way to overcome this would be to spend a little bit of time in one of

my future session mixing each of the groups up so that people can make new friends.

Watching the students perform for Lesley, it is clear that one or two of the members of the

group lack some of the stage skills that the TAPA regulars have. This is to be expected and I

think it is something that they will get the hang of over the course of the week as they get

more and more comfortable singing, dancing and acting in front of each other.

Unit 2.1.2.3

Student Learning Record 1

Name of Student:

Mark Sillet

Group:

Older Group

Previous Experience:

TAPA shows, School Plays, Drama Group

What have you learned this week?

This week I have learned a lot about how to sing properly and safely. We have worked a lot on

how to warm up properly and how our voices work.

What was the highlight of the week?

For me the best part of the week was getting to play the lead role of Galileo in the show We

Will Rock You.

What did you think of the teacher?

I thought Jamie was good but I sometimes felt bored in the sessions. I think he could have

pushed the more able members of the group more.

Student Learning Record 2

Name of Student:

Amy Duggan

Group:

Older Group

Previous Experience:

TAPA Shows, School Plays, Ballet and TAPA exams, played Debbie in Billy Elliot in London.

What have you learned this week?

This week we learned a lot of material from the show We Will Rock You, it’s one of my favourite

shows so it was brilliant so sing all of the songs.

What was the highlight of the week?

The best thing about this week was getting to see all of my old friends from TAPA again, and

making some new ones at the same time!

What did you think of the teacher?

Jamie and Lydia were awesome teachers, the sessions were lots of fun and they weren’t too

strict!

Student Learning Record 3

Name of Student:

Clare Patterson

Group:

Older Group

Previous Experience:

TAPA Shows, School Plays, TAPA Exams

What have you learned this week?

We learned this week about singing and warming up safely, also I learned a lot from the drama

sessions and it helped with my confidence.

What was the highlight of the week?

The show was really good and I liked getting to see lots of people from TAPA that I don’t see

over the summer. The games at lunch were fun as well.

What did you think of the teacher?

Lydia was really nice to have as a teacher and she was good with Jamie, they were a really

good team to have because they were both good teachers. I loved it when they sang Breaking

Free from High School Musical.

Unit 2.1.2.4

Session Plans

Summer School Session Plan - Younger Group - Monday

Objectives:

By the end of the session, students will be able to;

i) Warm up properly using a variety of exercises (10 mins)

ii) Project voice when singing (10 mins)

iii) Understand the context of "Getcha Head In the Game" in HSM (5 mins)

iv) Perform "Getcha Head In The Game" with a backing track. (30 mins)

Session Plan:

I) Introduction

- Introduce Jamie and Lydia as the teachers for the next week

- Talk about our backgrounds and qualifications

- Talk about past experiences with HSM and musical theatre

- Introduce the day's song

- Name and favourite song,

i) Warm up properly using a variety of exercises (10 mins)

- Ask if anyone knows why it is important to warm up the voice before singing

- Explain the importance of the vocal warm up exercises

- Introduce the exercises and demonstrate briefly

- Run through selected exercises

ii) Project voice when singing (10 mins)

- Introduce the concept of projection and ask why it is important

- Describe what projection should achieve

- Demonstrate varying levels of projection

- Explain techniques

- Group and individual practise

iii) Understand the context of "Getcha Head In The Game" in HSM. (5 mins)

- Explain that HSM is the source for the weeks music

- Ask who likes the show, and why

- Ask for a description of the musical

- Ask for the context of the song, and the meaning behind it

- Fill in gaps

iv) Perform "Getcha Head In The Game" with a backing track. (30 mins)

- Verse by verse breakdown of the melody

- Go over rhythms of the song

- Decide on "how to act the song"

- Full run through

C) Conclusion

-Go over the lesson's content

-Q&A

-Introduce the next day's song

Evaluation:

The lesson began with a warm up song, called ‘Here Comes Sally’, which commenced after a

brief delay whilst Lydia was dealing with an upset child. With this being the introductory

session, we spent 5 minutes or so teaching the children the song, to ease them into using their

voices in front of the rest of the group, this worked well, as when we progressed to a ‘name

game’ the children were willing to participate. Following this, we aroused interest, in my

opinion, very successfully by using an projected slideshow of High School Musical combined

with a question and answer singing, encouraging the children to shout out names of characters

and simple answers to question, the fact that the majority of the children shouted answers,

meant that those who were unsure, did not feel stupid, and were able to quickly learn about

High School Musical in a fun and interesting way, this brief activity also meant that interest

was fully aroused, and the children were eager and ready to learn the song. The choice of the

material in my opinion was spot on, because the children all were familiar with it, due to their

age, teaching them complex songs from scratch would have been almost impossible in the

space of an hour, the use of this musical meant that the children already knew the foundations

of the songs and were ready and able to take on suggestions to improve their performance and

technique. The material was highly relevant to the children as well because, of it’s massive

popularity with children of this age group. Our training session was successfully structured in

my opinion; I will attach a copy of the final session plan to this evaluation sheet. All tasks on

the session plan were completed well with in the time constraints and to an acceptable

standard. I believe the structure worked well, because I was able to link back to previous

segments of the lesson, to enhance the understanding of more complicated activities. I did this

by concentrating on projection as part of the lesson, showing the children techniques for

projecting their voices, and then referring back to these techniques later when learning a song.

I feel that this helped the children to remember what they had been taught over the course of

the lesson and also helped them commit the techniques to memory. I tried to keep my pace to

a reasonably quick tempo, this being for the reason that I prefer to continuously review

everything we had learned at a fast pace, rather than slowly explain things just once, which I

feel would cause the learner to lose interest. In terms of atmosphere, I kept the atmosphere

very friendly in order to win over the children, this was easy to do because the children

behaved impeccably, most likely due to shyness on their part, and I found the atmosphere to

be very pleasant, I found that the children’s enthusiasm for the subject matter gave me a

springboard to maintain a constant rate of energy as I was able to take in all the enthusiasm

and mirror it for the children in order to keep their interest. I do however have a concern that

the behaviour of the children will need to be kept in check in future sessions as they become

more comfortable with the environment. I tried to give as much praise as I possibly could, and

use continuous encouragement and helpful suggestions to improve the quality of the children’s

work. My only problem with this session was the choice of song, Get’cha head in the game,

was probably a bit too complex in terms of timing for children that young and perhaps an

easier song would have been more appropriate. I dealt with this by continually sticking to my

guns and encouraging the kids to try their very hardest, reminding them that they were doing

very well, I feel that hopefully, this prevented them from becoming disillusioned with the

material. I tried to come across as very friendly and very smiley, I found this easy to do with

the young children because I was able to treat them in a very over the top and charismatic

style, whilst retaining credibility because of my age, this was however a problem with my other

group of children. I encouraged the kids to participate as much as possible, and made sure

that no one child was not involved in discussions and question and answer sessions. I gave lots

of feedback after each activity, constantly praising the children whilst reminding them that

they could always do better, I also tried as much as possible to respond to questions asked

over the course of the session in order to make the children feel comfortable with talking to

myself and Lydia.

All in all, I felt that this was a successful first session; an external observation gave me the

following points, which I will try to work on in future.

Making eye contact with the children in order to hold their attention. Constantly assessing the

abilities of the children and amending sessions to deal with this. Keeping a handle on the

behaviour of the group in future sessions, as it may deteriorate.

Summer School Session Plan - Older Group - Tuesday

Topics:

Technical Skill: Correct Posture

Song: Killer Queen

Objectives:

By the end of the session, students will be able to;

i) Warm up fully and safely, and understand the importance of this. (10 mins)

ii) Use correct posture to support singing. (10 mins)

iii) Understand the context of "Killer Queen" in WWRY. (5 mins)

iv) Perform "Killer Queen" with a backing track. (30 mins)

Session Plan:

I) Introduction

- Introduce the day's song

- Run over previous lessons content

- Anecdotes from WWRY last year

- Mention the other focuses of the day's work

i) Warm up fully and safely, and understand the importance of this. (10 mins)

- (Jamie)

- Reinforce importance of warming up the voice before singing

- (Lydia)

- Many Men

ii) Use correct posture to support singing. (10 mins)

- (Jamie)

- Introduce the concept of correct posture

- Demonstrate correct posture (Jamie or Lydia as Examples)

- Ask group to stand correctly, then manually correct each member

iii) Understand the context of "Killer Queen" in WWRY. (5 mins)

- (Jamie)

- Explain the character of Killer Queen

- Ask what the song is about, and what it's purpose in the show is

- Point out the two vocal lines

iv) Perform "Killer Queen" with a backing track. (30 mins)

- Split group into higher and lower voices in separate rooms

- Line by line break down of melody

- Reunite groups

- Keeping groups in same room, practice the interplay between the two parts.

- Full run through

C) Conclusion

-Ask if session was enjoyable

-Ask what has been learned in the sessions

-Q&A

-Introduce the next day's song

Evaluation:

I personally, really enjoyed teaching group 2 today, I felt a good degree of enthusiasm from

the kids for the material. When they were played "Killer Queen" for the first time they were all

really excited about singing it. We also continued with the "Many Men" warm up song,

attempting to sing the entire thing with one breath. We have found that this is a very helpful

and fun way of conducting the warm up as it engages all of the kids right from the very start of

the lesson. I found that they were very switched on by the complexity of the backing vocals

that they were being asked to learn, which inspired me to teach them the backing vocals to

the best of their ability. I found the atmosphere in today's session to be very relaxed and

friendly, and I think as a result, the kids worked harder and really made an effort to learn the

material we were covering. I am trying to improve my eye contact with the kids especially

when conducting singing, as it has been noted that this is a long way behind my delivery skills.

I tried to keep all members of the group as involved as possible by continually recapping

everything we had learnt and aroused interest by showing how the backing vocals fitted into

the piece as a whole. I felt I made more demands on the group in this session, which I felt

forced them to raise their game, I still do believe that they have more potential than is

currently being realised, and I am hoping that this issue will resolve itself as the kids become

more and more comfortable with the material and each other. I tried to make as much use of

demonstration of the techniques of posture and of singing backing vocals as possible, which I

felt helped to commit the information to memory. I will recap over everything we have looked

at as the week progresses in order to make sure techniques are not forgotten. I continuously

gave the group feedback on the progress that they were making. My problem with this is that I

find myself very reluctant to hand out too much criticism, I realise that this is a problem and

will try to correct it as the week goes on. The teaching environment for today's session was

divided into two rooms, which I think helped the group to work harder because the teaching

was delivered on a more personal basis. I will certainly make use of the two rooms again if a

similar situation arises in the future.

In conclusion, I felt that today's session was highly productive, volume could do with a little

improvement, so I will concentrate on this in future sessions. In addition to this, I will try and

make further demands on the kids, because they are easily meeting all of the targets set by

the session plans to a good standard. I will refrain from adding more content, because I feel

that as the rehearsal schedule becomes more and more intense, the pace of learning will begin

to slow down.

Summer School Session Plan - Younger Group -Wednesday

Objectives:

By the end of the session, students will be able to;

i) Warm up properly using a variety of exercises (10 mins)

ii) Use vocal harmony on a basic level

iii) Understand the context of "Bop To The Top" in HSM (5 mins)

iv) Perform "Bop To The Top" with a backing track. (30 mins)

Session Plan:

I) Introduction

- Run over topics from previous lessons such as posture and projection

- Ask if people are enjoying the week so far, and if not, why not

- Introduce the focus on using vocal harmony

- Introduce the day's song

i) Warm up properly using a variety of exercises (10 mins)

- Reinforce the importance of the vocal warm up exercises

- "Here Comes Sally" with movement

ii) Use vocal harmony on a basic level (10 mins)

- Introduce the concept of basic vocal harmony

- Ask if anyone has come across it already

- Demonstrate with Lydia a simple example of vocal harmony

- Teach the kids the example by splitting them into groups

- Perform the example piece

iii) Understand the context of "Bop To The Top" in HSM. (5 mins)

- Ask where the song fits in with the rest of the show

- Find out who likes this song

- Run over the message behind the song

- Fill in gaps

iv) Perform "Bop To The Top" with a backing track. (30 mins)

- Verse by verse breakdown of the melody

- Examine the changes of rhythm and style in the song

- Full run through

- Look at the performance of the song

C) Conclusion

-Go over the lesson's content

-Q&A

-Introduce the next day's song

Evaluation:

I found today's session to be less successful that previous sessions, although not disastrous.

The material we were covering deviated from the lesson plan, and due to time constraints set

by the approaching end of week concert, we were forced to go over some previously covered

material as well as learning a new song. We kicked off the lesson with a warm up, which

consisted of the "Here Comes Sally" to which the kids have now put actions, which we find

works fantastically well for building up their enthusiasm as it serves as both a physical and

vocal warm up. The next objective had to be omitted in order to learn the "Wild Cat Cheer"

which became part of an extended warm up. By the middle of the session we were back on

track and learning "Bop to the Top" this material proved slightly more challenging compared

with previous days, however after some work, most major issues had been corrected. I believe

that this piece will become more dance orientated as the week goes on, which takes alot of the

pressure off of the younger group. The atmosphere I thought was slightly more uncomfortable,

the kids seemed to be becoming overly accustomed to myself and Lydia and were taking

advantage of this in order to mess around. To correct this we used more firm tactics to control

behaviour which I felt were very successful, I do however have concerns that their good

behaviour will not last. I think that the kids still enjoy their singing sessions, which is good

because I do not wish to alienate them. I am trying to balance being tougher on misbehaviour

with increased amounts of praise for well behaved members of the group in order to keep

them happy. Increasingly, we have been completely clearing away all the chairs in the room

and getting the kids to fully perform the songs they are learning, which we are finding helps

maintain enthusiasm and interest because the kids can see that the songs they are learning to

sing, fit in with the dances that they have been learning from Cheryl. My main concern at the

end of this session is that certain students do appear to be stepping back from the limelight,

mainly because of restlessness and that certain, more able students are taking centre stage

and leading the group.

In conclusion, to improve on this session, I will be encouraging all members of the group to

participate fully in all future activities, and I will not be allowing anyone to sit back and coast

through the sessions without meeting the standards that are expected of them.

Summer School Session Plan - Older Group - Thursday

Objectives:

By the end of the session, students will be able to;

i) Warm up fully and safely, and understand the importance of this. (10 mins)

ii) Understand how to show character and emotion in a song (10 mins)

iii) Understand the context of "Somebody to Love" in WWRY. (5 mins)

iv) Perform "Somebody To Love" with a backing track. (30 mins)

Session Plan:

I) Introduction

- Introduce the day's song

- Run over previous lessons content

- Anecdotes from WWRY last year

- Mention the focus on movement during song

i) Warm up fully and safely, and understand the importance of this. (10 mins)

- Reinforce the importance of the vocal warm up exercises

- Run through "Many Men" with dynamics

ii) Understand how to show character and emotion in a song (10 mins)

- Brainstorm different emotions that can be conveyed

- Introduction of the concept of game "I Feel Wonderful"

- Play a round of the game

iii) Understand the context of "Somebody To Love" in WWRY. (5 mins)

- Ask if anyone knows why the song is sung

- Explain the positions of the Teen Queens and Scaramouche in the show

- Explain the usage of the backing vocals

iv) Perform "Somebody To Love" with a backing track. (30 mins)

- Line by line break down of melody

- Split group to work on backing vocals/lead vocals

- Decide on emotions

- Full run through

C) Conclusion

-Q&A

-Thank the group for the week's work

-Introduce the next week's content for anyone who is staying

Evaluation:

I was not happy with my performance in this session, I think I have underestimated exactly

how tiring teaching can be. I came into the session feeling extremely tired and it took a lot of

effort to keep going. The challenging nature of today's song did not help at all. I got the feeling

that kids were switched off by how tired I was. We began the session with our usual warm up

sequence and proceeded to play a game called "I Feel Wonderful" which involved singing the

name of the game with a variety of different emotions I felt this game could have been played

alot better than it was because the younger group of kids also played it, with much more

pleasing results. Overall, we did stick to the lesson plan very well, however due to my

tiredness, the pace of work dropped considerably when we began to work on the song. I took

the two lead girls into base 2 and worked on their solo lines with them. They picked up the

melody and rhythm very quickly although projection was still an issue that needed to be

addressed. All the way through the session I felt very paranoid about whether or not they were

enjoying the song. To attempt to address this, I raised my level of enthusiasm and handed out

more praise than usual but it did not seem to have much of an effect.

At the beginning and ends of the session we recapped everything that we had covered

previously in the week and in my view, it is starting to look like a very slick performance,

projection is now the main issue that needs to be addressed, alongside learning lyrics. On my

part, in the afternoon and tomorrow, I will endeavour to give a final burst of energy, in order

to give the kids some enthusiasm for the final show tomorrow.

Summer School Session Plan - Younger Group -Thursday

Objectives:

By the end of the session, students will be able to;

i) Warm up properly using a variety of exercises (10 mins)

ii) Understand the impact of character on singing (10 mins)

iii) Understand the context of "Stick To The Status Quo" in HSM (5 mins)

iv) Perform "Stick To The Status Quo" with a backing track. (30 mins)

Session Plan:

I) Introduction

- Go over content of previous lessons

- Ask who would be interested in performing solo lines

- Organise soloists for later in the session

- Introduce the day's song

i) Warm up properly using a variety of exercises (10 mins)

- Reinforce the importance of warming up

- Explain the relevance of warming up in the professional world

- "Here Comes Sally" with movement and speed changes

ii) Understand the impact of character on singing (10 mins)

- Brainstorm various high school stereotypes

- Introduce the concept of the "I Feel Wonderful" game

- Play a round of the game

iii) Understand the context of "Stick To The Status Quo" in HSM. (5 mins)

- Discuss the message is behind the song, and whether it is positive or negative

- Ask why the song is sung

- Discuss where the song fits into the show

- Discuss the feelings of Sharpay and Ryan at the end of the song

iv) Perform "Stick To The Status Quo" with a backing track. (30 mins)

- Verse by verse breakdown of the melody

- Distribute the sections of the songs to different groups

- Practise solo lines

- Put all the parts together

- Full run through

C) Conclusion

-Go over the lesson's content

-Q&A

-Introduce the next day's song

Evaluation:

I felt that compared to the previous session, my hour with Group 1 was far better overall, I

realised where I was going wrong in terms of energy levels, and made a direct effort to give

my enthusiasm a boost in order to get a good rate of work from the kids whilst looking at this

particularly challenging song. We opened the session with our physical warmup sequence and

then moved on to our song "Here Comes Sally" which we tried, first at normal speed and then

getting faster and faster. This really got the kids ready to perform in my opinion as it got their

energy and enthusiasm levels up right from the start. However things took a turn for the

worse due to the last minute changes made to the program causing alot of disruption. Energy

levels quickly dropped and bad behaviour started to become a problem. We then very quickly

moved into the "I Feel Wonderful" game, which i found to be very successful with the kids, as

it helped them to understand the concept of acting and singing at the same time. When we

moved onto the song, we split up the group into the 3 "cliques" required by the script and

allocated solo lines to strong performers. Once we began to rehearse the song, progress again

was very slow. The atmosphere in the room was very restless, and we were having real

difficulties controlling the kids. I have a very strong feeling that this song will be cut from the

final show. The piece is probably too advance for kids of this age group and i think it may well

have been a mistake to try and teach them it. In terms of teaching performance, I believe that

myself and Lydia both performed well technically, when we were directly coaching the kids,

however my downfall, I think, was the fact that I needed to repeatedly consult the plan for the

lesson and with Lydia.

My goals for future sessions with this group will be to control behaviour, and make sure that

there is no dead time where the kids are inactive, as this is when they become restless and

unruly. Next week, I will make sure that prior to all teaching sessions, I have a very clear idea

of what the group is going to be focusing on, and stick to this like glue. Despite today's

session, I think that tomorrow's performance will be of a high standard, and I hope that all the

kids will have enjoyed their week at the summer school.

Summer School Session Plan - Group 1 - Monday (Week 2)

Topics:

Technical Skill : Posture

Song: Yellow Brick Road

Objectives:

By the end of the session, students will be able to;

i) Warm up fully and safely, and understand the importance of this. (10 mins)

ii) Demonstrate correct posture (10 mins)

iii) Understand the context of "Yellow Brick Road" and "Ding Dong" (5 mins)

iv) Perform "Yellow Brick Road" and "Ding Dong" with a backing track. (30 mins)

Session Plan:

I) Introduction

- Introduce Jamie and Lydia as the teachers for the next week

- Talk about our backgrounds and qualifications

- Talk about past experiences with musical theatre

- Introduce the day's song

- Name and favourite colour game to learn names

i) Warm up fully and safely, and understand the importance of this. (10 mins)

- Explain the importance of the vocal warm up exercises

- (Lydia)

- Humming

- Vowel Exercises

- Here Comes Sally

ii) Demonstrate correct posture. (10 mins)

- (Jamie)

- Introduce the concept of correct posture

- Demonstrate good and bad posture

- Ask for demonstration by the kids

iii) Understand the context of "Yellow Brick Road" and "Ding Dong" in The Wizard Of

Oz. (5 mins)

- Explain that the Wizard Of Oz is one of the sources for the weeks music

- Give basic facts

- Ask who knows the story, (if possible, ask a student to explain to group)

- Fill in gaps

- Play the Song

iv) Perform "Yellow Brick Road" and "Ding Dong" with a backing track. (30 mins)

- (Jamie + Lydia)

- Line by line or verse by verse break down of melody

- Full run through

C) Conclusion

-Go over the lesson's content

-Introduce the next day's song

Evaluation:

I was very disappointed by our first session with the younger kids, mainly for the reason that I

felt I was unable to give them a good level of coaching. The age range of the children was very

young, averaging at about 6 or 7. Combined with the fact that there was only six kid's, i felt I

was somewhat unprepared for the problems that this presented. We had a clear lesson plan

worked out, as you can see above. We completed all the objectives that we set ourselves in a

reasonably short space of time, leaving a lots of time at the end for rehearsing. After this

session I am very uncertain of the material that we will be teaching the kids this week. I feel

that songs like "Ding Dong" are suitable songs for the kids to be singing, however they were

really struggling with the words to "Yellow Brick Road" so I will make memorizing them, a

focus of future lessons, because I really feel that with a little bit of work, they could master the

lyrics. This does however, jeopardize future lesson plans, and I will have to amend these with

help from Lydia in order to make sure the quality of the work is high enough to present to

parents. The low age of most of the students meant that they were fairly uninformed and

hence unenthusiastic about the material that we were covering. I felt that I had to push my

energy levels further over the course of the lesson in order to hold the interest of the students,

this in my opinion was reasonably successful. The atmosphere in the room was a little too

relaxed amongst the kids, they were becoming very easily distracted by posters on the walls

and also by water bottles. To correct this I am going to move the group into the centre of the

room, away from chairs and water bottles and also be slightly stricter when it comes to

misbehaviour. Problems with behaviour last week witht the younger kids were also overcome in

this way.

In conclusion, I am very unsure of the amount of planned material that we will be able to get

through in the time that we have this week. As such, I will be amending all the lesson plans for

this group in order to focus in on the Wizard of Oz material for the end of week show. I have

identified my stars for the week, and these are Chloe and Alicia, becuase they seem

particularly focused and keen compared to the rest of the group.

Summer School Session Plan - Group 2 - Monday (Week 1)

Topics:

Technical Skill : Good posture

Song: Popular (Girls) / Dancing Through Life (Boys)

Objectives:

By the end of the session, students will be able to;

i) Warm up fully and safely, and understand the importance of this. (10 mins)

ii) Demonstrate good posture. (10 mins)

iii) Understand the context of "Popular" and "Dancing Through Life" in Wicked (5

mins)

iv) Perform "Popular" and "Dancing Through Life" with a backing track. (30 mins)

Session Plan:

I) Introduction

- Introduce Jamie and Lydia as the teachers for the next week

- Talk about our backgrounds and qualifications

- Talk about past experiences with musical theatre

- Introduce the day's songs

- Name and favourite song game to learn names

i) Warm up fully and safely, and understand the importance of this. (10 mins)

- (Jamie)

- Ask if anyone knows why it is important to warm up the voice before singing

- (Lydia)

- Many Men song

ii) Demonstrate good posture. (10 mins)

- (Jamie)

- Introduce the concept of good posture

- Demonstrate good and bad posture

- Ask for demonstration by kids

iii) Understand the context of the songs in Wicked. (5 mins)

- (Jamie)

- Explain that sources for the weeks music

- Give basic facts

- Ask who knows the story, (if possible, ask a student to explain to group)

- Fill in gaps

- (Lydia)

- Play the Song

iv) Perform "Popular" and "Dancing Through Life" with a backing track. (30 mins)

- (Jamie + Lydia)

- Line by line or verse by verse break down of melody

- Introduce dynamics

- Decide on emotions

- Full run through

C) Conclusion

-Go over the lesson's content

-Q&A

-Introduce the next day's song

Evaluation:

I found today's session to be reasonably successful, considering it was the first session with a

new group of kids. The average age of the kids is up from last week, levelling out at closer to

14. This includes a 16 year old male student, who at first I was unsure about coaching,

however as the session progressed, I found he was very receptive to the training we were

offering. We started the session with a quick name game, mainly for the benefit of myself and

Lydia, this was a reasonable success, mainly because mistakes in playing the game created

laughter which eased the tension in the room. Unfortunately, Lydia's phone went off during the

session, however i felt that we dealt with this in a professional manner, so the kids could see

that they were not permitted to use a phone in the lesson. Then we followed on with a warm

up song, which was the "Many Men" song from last week which got everybody singing. When

we were teaching, I again adopted a very enthusiastic approach to the teaching, which I felt

helped in making the kids want to sing. When we moved on to introducing Wicked and The

Wizard of Oz, I felt we hit a low point in the lesson. With Lydia being too ill to concentrate

properly and myself not having seen Wicked, the explanation of the plot in my opinion was

slightly vague. We stuck to our lesson plan more or less completely which proved to be very

successful. I think the decision to split the group and focus on two songs was a very good one

because it meant that we could work with the groups on a more personal level and maintain a

good rate of work without having to control behaviour too strictly. I felt my pace of teaching

was appropriate for the group because we progressed through all of "Dancing Through Life"

and managed to recap the song several times before the end of the lesson, hopefully aiding

the group in committing the songs to memory. I tried to keep the atmosphere in the session

very relaxed and I felt that a friendly approach was helping to win the kids over. My only

concern would be to watch the behaviour of some of the older girls, as they did tend to get a

bit chatty and I feel I may need to be a bit more firm with them in order to get them working

hard.

Over the course of the lesson I identified a few key people who I think will be able to help lead

the group, these are Beth V, Amy D, Ben C, Kristian, and Vanessa G. I chose Vanessa because

I feel that she has some potential, if she can overcome her problem with shyness, all the

others stood out to me because they were giving outstanding performances over the course of

the day. Overall I think this was a successful first session and I hope that the strong standard

of work will continue into the rest of the week.

Summer School Session Plan - Group 2 - Tuesday (Week 2)

Topics:

Technical Skill : Breath Control

Song: If I Only Had A Brain

Objectives:

By the end of the session, students will be able to;

i) Warm up fully and safely, and understand the importance of this. (10 mins)

ii) Learn how to breathe properly when singing (10 mins)

iii) Rehearse material from the previous day (5 mins)

iv) Learn and perform "If I Only Had A Brain" (30 mins)

Session Plan:

I) Introduction

- Introduce the day's song and technique

i) Warm up fully and safely, and understand the importance of this. (10 mins)

- Explain the importance of the vocal warm up exercises

- (Lydia)

- Here Comes Sally with movement

ii) Learn how to breathe properly when singing (10 mins)

- (Jamie)

- Introduce the concept of correct posture

- Demonstrate good and bad posture

- Ask for demonstration by the kids

iii) Understand the context of "If I Only Had A Brain" in The Wizard Of Oz. (5 mins)

- Explain that the Wizard Of Oz is one of the sources for the weeks music

- Give basic facts

- Ask who knows the story, (if possible, ask a student to explain to group)

- Fill in gaps

- Play the Song

iv) Perform "If I Only Had A Brain" with a backing track. (30 mins)

- (Jamie + Lydia)

- Line by line or verse by verse break down of melody

- Full run through

C) Conclusion

-Go over the lesson's content

-Introduce the next day's song

Evaluation:

As this was only our second session this week, the group still come across as a bit shy, they

are sometimes quite reserved when performing and are reluctant to step forward in front of

the group. There were times during this session when they did step forward and forget their

inhibitions and when this happened the energy in the room lifted significantly. I found that

during this sessions, most of the energy had to come from myself and from Lydia in order to

make sure that the session wasn’t completely flat. I do get the impression at times whilst

teaching the younger group that myself and Lydia tend to be entertaining the group rather

than actually teaching them anything, but I feel as though as the week goes on and the group

feel more comfortable getting involved with activities that they will be more receptive to the

ideas that we are trying to show them.

As a teacher today I felt myself getting slightly exasperated at times, and I felt towards the

end of the session my energy and enthusiasm were starting to flag a little bit and that the

group reflected my energy levels by becoming even quieter. I find that when I start to lose

enthusiasm, Lydia has to work twice as hard to make up for it. This is something that I will

definitely have to work on in future sessions because it really does spoil the mood in the room

when I start to run out of patience. I think I need to remember that the kids are significantly

younger than the other group and that it will take a lot more input and energy from me in

order to keep them motivated.

Summer School Session Plan - Group 1 - Wednesday (Week 2)

Topics:

Technical Skill: Posture

Song: Yellow Brick Road

Objectives:

By the end of the session, students will be able to;

i) Warm up fully and safely, and understand the importance of this. (10 mins)

ii) Learn how to breathe properly when singing (10 mins)

iii) Rehearse material from the previous day (5 mins)

iv) Learn and perform "Yellow Brick Road" and “Ding Dong” (30 mins)

Session Plan:

I) Introduction

- Introduce the day's song and technique

i) Warm up fully and safely, and understand the importance of this. (10 mins)

- Explain the importance of the vocal warm up exercises

- (Lydia)

- Here Comes Sally with movement

ii) Learn how to breathe properly when singing (10 mins)

- (Jamie)

- Introduce the idea of correct posture

- Demonstrate good and bad posture

- Ask for demonstration by the kids

iii) Understand the context of "Yellow Brick Road" and "Ding Dong" in The Wizard Of

Oz. (5 mins)

- Explain that the Wizard Of Oz is one of the sources for the weeks music

- Give fac

- Ask who knows the story, (if possible, ask a student to explain to group)

- Fill in gaps

- Play the Song

iv) Perform "Yellow Brick Road" and "Ding Dong" with a backing track. (30 mins)

- (Jamie + Lydia)

- Line by line or verse by verse break down of melody

- Full run through

C) Conclusion

-Go over the lesson's content

-Introduce the next day's song

Evaluation:

I felt that this session was one of our most successful ones, I felt that the group responded

well to all the tasks that we set them and they understood the importance of the technique

that we were learning. I felt that they were able to understand why it was they were learning

to have good posture when singing and this gave them a reason to go along with the lesson.

In terms of my own performance during this session I felt as though I was trying my best to

make eye contact with the group and convey as much enthusiasm as possible for the source

material. I feel as though the group are becoming a bit more comfortable performing in front

of me even if they are more comfortable performing for Lydia. This to me suggests that I need

to come across as more friendly and approachable during the lessons to make the group see

that I won’t be excessively critical and that I will support them during the lessons as much as

is possible.

The group are also starting to get excited about the performance at the end of the week. They

have seen the work that the older group have been doing and I think that this has got them

thinking about their own performances. The group are also starting to come out of their shells

a little bit more and are getting on with each other in the lessons. I will have to make sure that

this does not mean that the lessons will be disrupted by talking and running around, but also

make sure that the group are okay when working with each other.

My targets for the next session with this group are to make sure that I come across in a

friendly manner, but also maintain discipline within the group. I think that by finding the right

balance between being approachable and strict.

Summer School Session Plan - Younger Group - Tuesday

Objectives:

By the end of the session, students will be able to;

i) Warm up properly using a variety of exercises (10 mins)

ii) Have correct posture (10 mins)

iii) Understand the context of "Bop To The Top" in HSM (5 mins)

iv) Perform "Bop To The Top" with a backing track. (30 mins)

Session Plan:

I) Introduction

- Go over the previous lessons content

- Introduce "Bop To The Top" as the day's song

- Describe the musical style of the song

- Introduce the other focuses of the lesson

i) Warm up properly using a variety of exercises (10 mins)

- Ask who remembers the importance of warming up

- Reiterate the importance of the vocal warm up exercises

- Introduce and demonstrate any new exercises

- Run through selected exercises

ii) Have correct posture (10 mins)

- Introduce correct posture

- Ask why it is important

- Demonstrate good and bad posture and ask kids to spot the difference

- Ask kids to mimic good posture

- Correct each member of the group

iii) Understand the context of "Bop To The Top" in HSM. (5 mins)

- Ask who the characters are that sing this song

- Introduce the concept of harmony

- Ask for the context of the song, and the meaning behind it

- Fill in gaps

iv) Perform "Bop To The Top" with a backing track. (30 mins)

- Verse by verse breakdown of the melody

- Split group into two, and introduce harmonies if possible

- Encourage kids to act to the audience, using good posture

- Bring kids together and practice timings

- Full run through

C) Conclusion

-Go over the lesson's content

-Q&A

-Introduce the next day's song

Evaluation

In today’s session I thought that some of the younger group started to come out of their shells

a little more, I felt as though they had gotten over the initial shyness that they displayed in the

in first session and were coming across as a lot more ready to learn and work together. The

group are definitely enthusiastic about the source material and all of them are extremely eager

to learn the songs properly. One thing that seems to get them excited is seeing myself and

Lydia demonstrate songs to them, I think that by hearing the songs being performed properly,

they want to emulate what they hear.

I am still getting used to teaching younger students and I still find it hard to know exactly how

simply I need to explain ideas to them. Some of the students seem to be ok with more

complicated tasks, whereas other students find it difficult to follow even basic ones. I think

that this is mostly to do with the fact that some of them are used to performing and learning

songs from attending TAPA sessions, whereas some of the group are not used to performing at

all and are finding it quite difficult to get used to the process of learning a song properly,

rather than just singing along with a recording. Again, this is something that I will have to

work on with the group, and focus on bringing them all to a similar ability level so that they

can develop as students and as performers.

I am also unsure about how much eye contact to make with the group, I have been

encouraged to make as much eye contact as possible, but I find it hard at times to maintain

eye contact without feeling as though I am talking down to the group and coming across as

overly critical of them. I think that one of the key things that I will have to work on with this

group as the week goes on will be making myself seem warm and approachable, as I feel that

the children will respond better to the sessions if they feel as though they can open up and

perform in front of both of their teachers.

Unit 2.1.2.5

Group Activity Description

Here Comes Sally

Here comes Sally is a game which we used as a warm up throughout the two weeks of the

Summer School. It is based around the song “Here Comes Sally” the group learn the lyrics of

the song during the first session as well as a set of basic actions to be performed with it. The

actions include stepping in and out of the circle and clapping. The activity is aimed at children

aged 8 or under and appeals to them as it is extremely simple to pick up and because of the

repetition in the song.

The idea of the activity is to get the group warmed up vocally with the simple and

unchallenging melody, as well as allowing flexibility when it comes to playing around with the

song to work on different aspects of singing. The singing game can be played with the melody

raised up and down and sung faster and faster, with the movements and actions becoming

more energetic with the tempo of the song. The younger children definitely benefit at the start

of a morning session from getting into the spirit of dancing and singing energetically and it can

serve to wake them up and get them ready for more challenging material.

During the two weeks of sessions we also performed the song in front of the parents of the

group to demonstrate what we had been using as a warm up. This also allowed the group to

feel very comfortable in front of an audience because they can really let go of themselves and

perform without worrying about how well they are doing. It also gives the parents a chance to

see how much fun we have been having over the course of the two weeks.

The Little Green Frog

The little green frog is another singing activity that we used as a warm up with both the older

and younger groups over the course of the two weeks. The song is again a very simple tune

with very simple words. The purpose of this song however is to get the group to link actions

with the words that they are singing on a very simple level. The songs lyrics contain the words

“clap” “little” and “green” the group are expected to clap, bend their knees and point to

something green when they come to these words. The chorus section also features other

simple actions relating to the words of the song.

We begin by performing the song quite slowly, and allowing the group to get used to the words

and the actions together. We can then test their knowledge of the song by gradually increasing

the tempo of the song until people start to slip up.

The song is useful as it allows the group to get used to singing and moving at the same time,

as well as getting them used to learning words and actions and committing them to memory,

as when the song is performed at a faster tempo, it becomes challenging to remember the

actions and words on the fly. The song can then be adapted further by changing the pitch up

and down to warm up different parts of the groups voices and then by introducing new ideas

and lyrics.

One of the variations which we used over the two weeks with the groups was introducing

accent variations, for the older group it was more about practicing diction and learning a little

about new accents, but for the younger half of the group the variations were just a good

chance to have some fun and laugh at themselves when singing in funny accents.

Unit 2.1.2.6

Future Session Plans

Session Objective 1 Objective 2 Objective 3 Objective 4

1 • Introduce the focus work for the next 10 weeks “Blood Brothers Medley”•Explain why the work will help them as singers because of it’s use of backing vocals and harmony.•Ask who is familiar with the story of Blood Brothers.•Explain the idea of the medley.

• Begin by playing a recording of a performance of the medley, making sure to point out the different sections, as these will be used to break up each sessions content.

• Explain that we are going to be learning a section a day and then working on putting it all together.

• Introduce the group to the idea of different people singing different notes at the same time.

• Using a simple warm up song or scales, ask the group to split in two, one half of the group will sing the tune and the other will sing it raised or lowered by different intervals.

• Reverse the groups to allow everyone to have a chance to practice singing in harmony.

• Ask what everyone has learned during the session.

• Find out who found the exercise hard and who found it easy.

• Ask the people who found it hard to practice singing along to songs deliberately out of tune to get used to not following what everyone else is singing.

• Mention that in the next session we would be working on the choral opening of the Blood Brothers medley.

Session Objective 1 Objective 2 Objective 3 Objective 4

2

3

• Begin with a brief physical warm up to get everyone woken up and ready to work.

• Use various choral singing exercises as a warm up such as asking everyone to sing a note of their choice and then listen to the note that the person next to them is singing and try and match it until everyone is singing the same note.

• Beginning with the intro section, start to teach the group the piece line by line.

• Do not assume that the group are able to sight read the piece.

• Depending on the number of copies of the piece available, it might be possible to share out copies of the piece for the students to follow.

• If possible, ask the students to sing the piece whilst following the music, in order to give them some idea of how the notes on the page relate to the notes that they are singing.

• Run through the introduction sections, making sure that all of the harmonies are sounding correctly.

• Tell the group that the skills that we are learning will be especially useful for harmonies in musical theatre pieces, but that the skills we are learning also relate to other styles of music, such as choral singing and barbershop.

• Begin the session by using some of the vocal warm ups discussed in the previous sessions.

• Start the session by running through the introduction section from last week.

• Move onto going through the “We went dancing” section up to the start of the “Indians” section.

• As with last week, just go through and bash the notes out, due to the range of abilities in the group.

• Run through the “We went dancing” section on it’s own and make sure everything is sounding as good as possible.

• Run through all of the piece so far.

• If time allows, discuss the emotions involved in the sections that we have learned so far and how they fit in with the overall plot of the piece.

• Ask the group to think about the emotions between now and the next session.

Session Objective 1 Objective 2 Objective 3 Objective 4

4

5

• Use the usual vocal warm ups to get the group ready to sing.

• Introduce some more physical warm ups and use these to explain the importance of using the body correctly when singing.

• Remind the students of the work that was done during the summer school on posture and explain that it was just a basic introduction to using the body to sing correctly.

• Use some of the exercises described in earlier sessions plans for Ellie, such as the running and jumping exercise, as a fun way of practicing vocal control whilst moving.

• Talk a little about Alexander technique and mention that we will be looking some more of that in a later session.

• Use the rest of the session to work on the “Cowboy’s and Indians” section.

• It’s ok to spend less time on this section because most of it is sung in unison rather than close harmony.

• At the end of this, remind the group that in this section they are all singing in the characters of small kids and to sing in an appropriate way.

• If there is enough time, do a quick run through of everything so far.

• Make sure that the group get a lot of positive feedback as it is important that they are able to remain enthusiastic over the rest of the sessions. This is quite a long piece so it will be quite hard to stop the group getting bored with it.

• Warm the group up physically and vocally.

• Use the “I feel wonderful game” to get them thinking about aspects of performance and singing that are related to emotion. See the materials project for a description of this activity.

• In this session focus on the section from the end of the “Cowboys and Indians” section through the whole “Bright new Day” section.

• Run through this and the “I’m not saying a word” section as a primer for next weeks section as this is one of the more challenging pieces of harmony to learn.

• Finish the session with a run through of everything so far.

• If there’s enough time, run through the piece so far and focus on the emotions of the piece.

• It’s important to remind the group to start working on memorising everything we’ve learned. (if possible)

Session Objective 1 Objective 2 Objective 3 Objective 4

6 • Warm up as per usual

• As the group which emotions we have gone through in the sections of the material that we have learned already.

• Run through all the piece so far, working on any sections that are sounding at all messy.

• See how far we can get through the the piece without the music in front of people.

• Finish off the “I’m not saying a word section” Making sure that all of the timings of entries are correct.

• If the students are having trouble with counting out entries and so forth, ask them to split into two groups, one half will count out loud, the other will sing.

• Reverse the roles of the two groups then get everyone to sing, asking them to count in their heads whilst singing.

• Run through the whole piece from start to finish. Making a note of anything that needs to be worked on next week.

Session Objective 1 Objective 2 Objective 3 Objective 4

7 • Warm up the group and run through everything that we have learned so far.

• Work on any messy sections very briefly because we will need to spend a lot of time working on the next section of the song.

• Starting by teaching the lyrics just as words set to rhythm, go through the “Take a letter Miss Jones” section.

• Explain that this section is difficult to get right because of the speed that the words are sung, and that it is extremely important that the audience are able to hear every syllable.

• If time permits, use some exercises such as tongue twisters in order to work on diction.

• Once the words are in place, teach the group each of the melodies to the four parts, which are all fairly simple.

• With the “Miss Jones” section completed, move onto “Living on the Never Never” This section should be somewhat easier as the harmony and interplay between each of the parts is a lot less complex.

• Run through the two sections together in order to make sure that the slightly abrupt transition between the two sections is as smooth and natural as possible.

• If the group are having trouble with this, ask them to sing the “Miss Jones” section at the same tempo as the “Never Never” section, blending the two together as smoothly as possible.

• If time permits, run through the whole medley so far.

• At the end of the session, thank the group for all of their hard work and remind them that although it might feel like we’ve been working on this for ages, we are almost at the end of it and it’s sounding excellent.

Session Objective 1 Objective 2 Objective 3 Objective 4

8

9

• Spend longer warming up than the previous session unless the work set last week was not completed.

• If we managed to get through all of last weeks work then skip this objective.

• If not then focus on finishing off the “Never Never” and “Miss Jones” sections, it’s really important that we get this section really slick.

• Make sure at least half an hour of the lesson remains, as we also need to make sure we don’t fall too far behind.

• Learn the “Mad Man” section of the piece, which is relatively easy to learn.

• Once the notes and words are more or less in place ask the group to think about the feeling behind this section. It’s too easy to just sing this section “nicely” and forget about the real feeling that everything is spiraling out of control.

• Again if time permits run through everything we have learned.

• Point out that by the end of the next session we will have learned everything that needs to be learned.

• Again thank the group for all of their hard work.

• Start with a brief warm up, and tell the group that with any luck we should be getting to the end of the piece in this session.

• Ask them all to work as hard as they can because we’re so close to the end of the 10 weeks and it’s already sounding fantastic.

• Rather than beginning with a warm up, concentrate on getting the final section learned as quickly as possible.

• Because the finale is fairly simple, just make sure that it’s learned roughly.

• Run through the entire piece, re learning any sections that aren’t very well known.

• Sit down and discuss each of the sections in terms of the emotional content and the feelings behind them.

• Do one more run through before the end of the session and explain that next week we will be trying a full run through and working on the piece as a whole.

Session Objective 1 Objective 2 Objective 3 Objective 4

10 • Warm the group up as normal.

• Follow the warm up with a short pep talk, mentioning that we are so close to having an absolutely fantastic performance on our hands and all it’s going to take from the group will be one more session of really hard work.

• Start of with a complete run through of the piece, with the piano accompaniment.

• Make note of any areas which are weak or could be easily improved.

• Things to look out for will be making sure that all of the harmonies are correct and peoples entries are in the right places.

• Work through each of the notes, beginning with the more serious problems.

• Once all of the issues have been cleared up discuss with the class how they will be seated or positioned during the performance.

• Remind the group to engage with the audience and the music as much as they can.

• Do one final run through of the performance, correcting any mistake at the end if necessary.

• Thank the group for all of their hard work over the past 10 sessions and tell them how fantastic the piece is looking.

Expected Outcomes

I would hope that at the end of the 10 sessions the group would come away feeling as though they had a decent grounding in close harmony singing. For many members of the group it will have been their first experience with this style of singing and the associated challenges that it poses. I would hope for the more experienced members of the group, that this session would improve their skills and give them more confidence when tackling similar pieces in the future. I would also hope that the general musicianship skills of the students would be improved by this focused work which involves listening to the rest of the group and working together to produce something better than the sum of it’s parts.

Unit 2.2.1

Materials Project

I Feel Wonderful (Acting and Singing Game)

I feel wonderful is an activity that I devised for use with both of the groups that I taught, the

purpose of the activity is to encourage the students to show emotion in their voices when

singing and acting without just stating the emotion in the script. The reason I came up with

this activity was because I felt that when the students acted, they were relying on the words in

the script, or the lyrics of a song to convey the emotions held within that song rather than

using acting techniques to show emotions.

The way the activity works is as follows, the students learn the phrase “I feel wonderful” to the

tune of a C major arpeggio, (C, E, G, E, C) and sing it back as they would normally. As the

students are too young to have any musical understanding of why a major arpeggio sounds

positive, when asked how they know that the person singing feels wonderful, they answer

“because he said so.” This gives me the chance to point out the importance of showing

emotion using a variety of vocal techniques.

Next we ask the students to sing the phrase again, but to make it sound sad. With older

students it is possible to explain to them the value of juxtaposing emotion and words to show

the difference that vocal technique can make to a performance. With younger students it is

perfectly fine to show this off as a fun little activity.

Once the students have worked out how to sing the phrase to show off a variety of different

emotions, it can be converted into a challenge. One student sings the phrase in a certain way

and the other students must guess the intended emotion. This allows the students to practice

using the different emotions as well as picking up on the aspects of other peoples

performances that give away the intended emotion.

Once the students are used to this exercise, normally on a different day, the exercise can be

used in a warm up, moving the arpeggio up and down the scale to get the different parts of

the voice warmed up. Once this is done, a minor arpeggio can be used e.g (C, Eb, G, Eb, C) to

make the game more challenging. The students now have to contrast the words of the song,

with the melody of the song, with the emotions that they are putting into the performance.

When we tried out the activity with the two groups at the summer school they both reacted to

it in a very positive manner. The younger group really got into the spirit of the activity and

gave it their all. The more dramatic members of the group enjoyed the opportunity to do some

over the top acting. Even when they weren’t singing, the group enjoyed being entertained by

the antics of the other members.

The older group on the other hand viewed the game in a more serious way, they used it as a

chance to put many subtle emotions into the way they performed in such a way that would

really show off their ability to sing and act. I found that in this respect the game was more

successful than I had hoped. It also allowed the students to really work on something serious

and complex without having to go off and do much study. There were several occasions whilst

trying out the activity in which people tried to go for one particular emotion and came out with

something completely different, often in quite a humorous fashion.

Unit 2.2.2

Materials Project

Creating characters through song

Creating characters through song is an activity which I devised which allows a student to get

into the mind set of a character by looking at the lyrics of a song that they perform as a

particular character. I used this activity with Eleanor as part of the preparation for her Grade 6

exam, and I found that it really helped with the development of characters that she was less

familiar with i.e Captain Hook.

The activity requires that the student has a hard copy of the lyrics that they can write on. To

get things started, I pick out a particular lyric in a song which reveals a detail about a

particular characters personality, and then describe roughly how the line could be performed to

show this personality trait.

The next step of the exercise requires the student to go through all the lyrics of the song,

picking out details about the character from as many lines as possible. We then go through all

the lines of the song and work out a profile for the character on a separate sheet of paper. This

profile can then be used as a reference for when the student is playing the character in other

parts of the song.

As a further extension of the exercise, I brought the student some lyrics and dialogue from a

more complex character and asked her to create a profile from these. The fact that this

character was much more complex meant that subtle details about him were more obvious.

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Eve contact fYP v'-^-1 '*T ovt=*'-t |,s' *=f L'JL-,'tr-J utr"op

-x- .1 a-, ,,31!;-;- n^; -* j,* "lt'5 4 *kea fac-a--'o - \*-1J-a^'r .1:,frr

Clarity of explanations Past, u-c- ''s F:-'-J ci-'6 r f, -f rzx'c-t of J ct-*-*f?:::**:::3'

-11<:^> a"/e- ootJ T\d ri*l vt*!'

, Proiectionofself S-1F - <>!,.s-L,ns--J a--al lc.---o^^4s.-ct1-q--a--ls(s* - Jo-.,L*-c'v':n- "^- ,of*nt: tD pc^ss oul l"$ i ovv sfu-Lr-+:s fl*r

b/,r.:> fL-S t h:-^^-1 h^e-cc-^rSc- y o€ c+-/..c a\* P"e=ffr5:\,!__qJ- - --l-1,

C.t-e-et-}sb .

Use of recap & summary (

t 1o--t*1, r^rQ-- <g r^ ce--!--L*a--l'-c-J e)t- b tze---N- Ca"'-'\--= | ' tp \ l-S,J

2> a a--, li -,t."-',J A- s bl rl s a^--alpoitr-:v-a-- (ufo Yf-a.--{- '

Use of illustration:o Examplesr Analogies

"4-,+<-1>t^-rt--e--J $F* Ve^1 vs-F f +tN' s F''atn'Jj

Signposting

Emphasis of key Pqints

f)e.-r --.at*s l-va\Ac-- .f F d$.r post'l--<'- ^ {-)q qs'-4-Ls.-.f

ps<- of So-lt <li-a t- c,a',|.sJ - s-e'ots- {q-P$sl--cr--.|;Po r.---t a1-\.,t.-t 1r c.t-e--G.-b

ol dr*ra-: rlr-- 1 C^)

3^t-o 1

, Appropriate conclusion l'^t'l^'d '-1 r^: L--< L'e q 'r'-lPtL1a_a- t---'r'-#o^- *'"--tr^i *'\- \^1 q=^jY t::-<' h.J ct ---'t-s lt S €'€- P-^8 v<''Y rr- s -Q"e' L--€L-*' P ' *-1

Cew* il=1 .p-e.,zr- l^o Sc*] )

\c*> t ^-a.-as\vrl- poi-l^-hr-J I-k , T ac '*t\^f,/.r-as-o-J u---c,,b oi-t---, _L-1 1 crurz L.€.-^/.-el <.t -S lC^ lt o,*--6

1>_crF-ar-.*ez- [',;b *-1So TL-€-- a-a--a*rr--t cf -r-pfrzn-i gl c^jr - observed by: L L-tN---r.- \ o-..? !--s< s i or--sa,,.s-- " f-F--'13

a-

P .t,t r\--1'*-. t-t

-'\-r--

Level of participation of students FJLL..' I \^^, d\^J-4-.J 4-'^"*-F'"*\J L-1 r-t..s

S t -

, - S e c}..i.-* r-a---4 P- d!1 hD 1"''--r--afro\^ s

(JJ

n-u-"-,aL-o--+ " -i\--4- q v<r:.lP 6\zs-

, {r:--^s'L1 }t 4-^^-S'\^-/-JLI- t d cttt!-\ - h;-o-^f olou-e-

Questioningtechnique pL"^-&-1re--a*\ C-a u*Fu-zt---lcl\o-Response to studentst questions

l\--^-'1 \-Lt^J r/,4--4po\^:€---4 \ <-o oJ-L- r'-oL F"tr c,-J t-:9Attempts to get students thinking

1-.-4 .5F* c1-u; ot:.a. s As f-'u-1 t^-ol- h.*tAssessment of learning 81 a-a b-r;3 l\--.--* to *rr:1 c-, th-o;i* \ * .0'-:""\: e+--4.+ <-4- l-.- ot5-c=.^.,a- - $., ,^^o'v4-- of Tt-g " T;o.'!u bq- o'f,-;*d

o a.t'-er T\-e- -sa--,*-€- S-c-c-Lra-- Ltu-d:l a € <^-/3- t^-fFJLevel of approachability of 6teachern E*o*^-1 -1 ,

Use of AVAs R> l\ us-e- r--rl^rf.e- - b* I '1"'"^==L 1j-c (t^ \^' c\-1 -F

.S po t I fl o'*" cf S_c-a s' i a-Timing

A,- - V^-J d-^) "'^--A----e-t;=l\9 D.{.-+$-\^^ 4-._z\v--r'- }\e cs-

,.i u o.:-c- zJ . frr \ow-sL-g-^rc. hs 10

Achievement of objectives

1a-4 - boF e6'k-r

Points for consideration

Date t{ rv_ J-b )__-€tr

C-.-r^-i"\ b-11*

Name d ^-*; tG== T --1d-,- b --'*tsc-*Planning & Preparation: \

\ tl c-r i*r's,t- C-e- l'\rJo'^lr Identification of suitable material I

J a* ,^, cr--bal o-- r1"€-* L-'rttclcg-l-o selection of related 'must kngws' ( "--- L-, r--c-{- ,--,a-. } p t+.----J '

Io Writing of sound objectives/outcome{ v-rnr-l- 6tc \-4- , L *f f"* { r-

o structureorsession l:=='=.]|ffi.H*-r Choice and manuf;acfure of AVAs J a -' X oE bo-e'tr- t'\s T\4- t tG-'t^---J

Lesson Observation Record

Date 3otr- 6:"b )----€<>F

o Teaching environment +3 staoJ

Lesson

S -€--45slo'- t- pr.e;u.-SS'--Ju*-O-I\

Introduction: \, i . .s-e,a (vr.- -iL_4-r Arousalof interest ) d* * uP 1-*v(^-o Settingthescene { O*-t rca) t*'\r3-'+o-Jt- 1^-?\"\\ a'-tcls lsr Stating the outcomesj T\.-- t p c1 t- [ ' fa--t "fr T\-- t+\'4o'-l-\tc-\o- '

Voice:r Rhvthm\ 'r4Qt ca-lctr'ro- rit*'t;t a---t =Jot* t, *

. Voium" { =,--.- r- a*t\ w-a-4p.e-cJ3e pace )

Speed of delivery I a.^t ^-,.e- . Tr-e.l- P$1 oi- ---?*:\:*^

Eyeconract i.s att'.- ''a-a:'\'H E*l*i'5? =;a;";frJ;q.e--tl--..'1 Vefusy**;-. F..-o- \el-* .

ctarity of explana*toor

^,.a ,.r.r; .o_ c_\s--pz -

Use of illustration:o Examples ): ffifi, J Da-"^--*-^--sh/+-bcu ,-'(a--a vr*1-{F--'\-^.,aq

Projection of self/1q3ser.i;-'rwc- b.rb. ptff $.\ a*A f--rr. -14^-: e'\'/9 v-s3l-'.=:--t ltos t\'-*nl-l

to a.--._aE Tr--a- q-*,ps u.-uY* i..',t' . ba-Fe-'e- '1 * "-t - -l* R"-

e:>a,c;|:-r..-1 r-r-3 t-€- - i^--o'-h4- L;F:€̂ - ' v*a*.s'r -s Ps-*-C a-)

- Use of recap & summary

)

II\

studen

Level of approachability of 'teacher' e**n+o*

Use of AVAs

Timing "b-P

E **- ,t L-TI=J .^, l\- \-e- P *J*:" 1 cJ \--o-4/-4- !^^a'rc!a- L!-. 3

PLo, -* -,JlE T\-cl'asli.- \a> a-/L aLci=3 F1-sf-€'zst a*--4-,L-t--1 e---et *t* a'/3-

*o4*1 fit-, f\-.- "Sirsat e--f5

Conclusion-t r^rar : h^., ta-.f-e- :La4/- ) O-Vt<h\-Et - !'s CcrL^tq^/-r- t*-4rlo lt!- Pr^4{.-e-aSra-3 ' e. {a- Tr-:'r3L 1ot.:i d-/g- '-^;t k-4*f S- sto--g

<i--tt b,a- e\ Po=.*: t*= r''- \o- €̂ - t- ccr^A;'-tu]fa- (rtltfl<J

Observed b-v: L_ L1t L_l.^-..r a-Date jo -_ t*

Signposting

Emphasis of key Points

Level of particiPation of

Questioning technique'

Response to students' questions

Attempts to get students thinking

Assessment of learning

V--1,\-4-

ts tr2 t\ par+r c--po\_t\c---

f1.e,

d-o <^.e-

Achievementofobjectives 1c^-, 3oV, * f-^-- da-4i t1 o.-' co^*rc{ !r-a-q

n:*1 [avo- " 83 ]"s f1g- -fZp'. t^'r1"""1 tra* fvzc*4 c1 ia;;.-Points for consideration

R-

[--1 . .s r.:<-oJ

Y & c-Le-c,Y- c-Y $rt^---e-

Appropriate conclusionW-tL f\--* u *bA l-'e ia--st r&*dl&--Q&i -

a--e^-a1"o-d t^-a-s*a-*f Cat-J

tf,ort

a* €J 1> ic- i*'<j'*c'*-,l-'g:

^-:f-;j* *rL.(J--€tLrz,c-t S lr+r c;n;r

t\.-"r\,^spi*'g- ',

Name L1 cL-*- i}, .*r, c,l s c- :l.Planniag & Preparation:

r ldentification of suittble mcterial

r Selection of relad'must howso

Writing of sound

Structure ofsession ** -*-+t P.-s--

r Choice and manufacture of AVAs,\,i it

r Teaching envinnment ,1*s st:srl

Lesson

Introductiol:o Arousel of interst -i\--a 1 "-?-P I c'v q

r Setting the scenef-rrtt ci

'1 -.-': fr*-Cc: *-hvcliLrvtr r. 4)

Lesson Obselvation Record

Date 3 | s {: ft, L-1 -: ^tf",j

r Stating the outcomesVoice: \r Rhythm lr Volume I F'r*- .

r psce iSpeed of delivery.l

\ Cv r- t L*afg. C cL'*-.-€"1 i C"'-\-"l-l

S !*. Lr, 9H J!/L^ - -l)

c-^ t c:\./-,!,^-, S F11.r,t FiJ.JL_IJ1SC-r,tu

\;- vc.icq. Fsr L-,:'t-p\J 4l L.J.&J* l\F-cy-A_.(tvti*1

L,r S 4i,,+ c, .4 .L_r*{1 .J f -

t:-.JJJC,r e"vci .

bc,ir._ *,JfL{- cl c,5;g .

..jL--{.,Ei:}

Eye cOntlct -€{-- rl }-?1-{-J6*.1 fs .t€.r cs"- { s<f " *l tre*- J z\-*v^*'("- '

ClafifyOfeXplanatiOnS; 1e-**&.c,r-.*s ) * <-"*-rsta..*--r.-l c.4 ' f 'a-,a-.L*3s' \-*

e-"tr*le*?l,zrr C-e i La c.f -':-cl h4sv* c/f#vl o\lsn - rr-ix.(J].-{-i\*:--LUse of illu$trtion: tr Examplg - pi c-..,,*1 sc*.l !.*ttcl-t is \,-!-1 r,'!-*-l*i ?v

I Analogies -1ev.v- sf--i-^i1 a=.-* t".-* 'e*+-o.*p L;. ' ,

PfOjeCtiOn Of Self L*l l-,:-t .:\ i'w cl*rS 1-z'-o*'' * '1 "* f creE-'.rq. l',-ril ol *.r*a.1 c*ci a.!--.|t-*"-r!r€\-a\-w ..\.*- ac*r cv,rcr/l- (cefc*'Fo-nl*i,.; r lt- pu- rv.--a:<1 a**1-e,.pl r; li..,atc^Jf I t..- 1eL-* :i ewf*i1 c:'i-. Ci* '-*-'\)-ft"#t--e-,2-+ - cI ve-E4k- t "*? C'u*4-.A to !re- c{/i^,sl-zr-* .

Use of recaP & summarYC'r ",:: TL"'-r-;.)L- t.

-c.- J,a C'<t*rJ \t^-;l- u cl-x

-\t--'t- LJ3-.4 S 6,*--1 cX c \"-1 L-1 -r c s

,*-"**1

Signposting @P?*\ c:-lr- il\Lz-'t

Levcl of participation of students "l-1*-*- oL-rcv:n--J c: rG iE -UlL. --{ .-- "t-"-p e c^ iFr L\--&.*a i\-*'1 \*\*-e-r- s#-*1 -1 c1 c t rs--,., ;{rvs tJ--':.-s'l c'} *r*-'r-i

Questioning techniqueFi. *-

ResPoase to studentst questions

Fr r.-q-

AttemPts to get students thinking1'-1\-.e*

Assessment of leaming L1--'--5 a e*; <'l^-$\ .t\*- b-l;lf*-adeciwA t* \-c- .S..F3 - '1 C-r ag-;r-t-za-"aA

-'t r^rc!'?r f'rol" c"-*'\ C- c'-L*il'4-Li^{r2-

fi;s v!-l*-^*1 ia iL{ *la^-t a'-*.1 4'-i a-l6U-LeVClOf tppfOaChabilityOf tteAChern €r ",u--+.-*-t L*1 cL*-*t - -l * Lv'-€-. o'*i'ti B

St.o. i *L! ev ,'-b--.cr;t- a f o. t. --+1 \- *-"h--"s pf-,a,lc- t.. \r- 5' <--L-ao i rUffr- - 1 :i\"e-l'Pi'{

a..L* r,l 6J s. F .d c*--;"* t* .:^ v-tza;>v * c{-o-"l tv\-t,x:ls:L*$.6-\ hD "1 ci..t

Use of AYAs 'Lrn^'.- rz, c^c Lts-F= '.r5,a-d

Timing !;; ra:.-_

Appropriateconclusion i\i-.!- $ s. r--4--A-d U P

t

\Emphasis of keY Pointu

'rt'tJ\* Ur-**f-iz1 t-*-"*s':L1 i'1)

c*-.f |'e c1"e-a\a.4' 1- Sc' r-t il

Achievement of objectives '{ c* ^-rs- r} rr!-ab-r.-41 t*-e-:-,t it . t s ;\-{- =t'-1 '1*€'a 6'L^ F [-

ConclusionA {w*.,llJc sl*glrc- l's *-4\ 1r Fr-e- . c'-J-;{ *--.'f bJ

Obsened by:i1--_€- t:-L*l cl.*--.* ,*-&-/-2- r*l tr'--$--,14 ilr--,as {:\A 4- r-z--.t ',,ll "..}' i'-!

\r-- 6r c+l ka v g ctt^-OL^-t

, cntii it'- i-r.- 'l'*--P ?

Points for considenrtion) \*s 4-,-a cl c ' 'L L-*l rL-,:r- c-'zt Y*a c'Je cr*i s- n-<' c=i*--tl--i c'lv.e-

YL-*-f-JqL*-:r..rf S!::J-'S (iua *t e*l lrt '*t23'- t*e F-e-

S i**-f[:L- f-< \"?- r- -,r]--g-'1c;.-l hr" \t- c-{*-rc{-'-g- "

f -il-."r gr; dil. d:- g i c*^; S' -e--"4si c- - y c., J=# s g-'t *+. -r-I.;\f lc

.d*tcJ3Et--{i iSSvr--z: , T\*- Y,--JS c"l aE v-d--Ai\-a--as, iL.- -1 - L <hd hO

,.---r*^*.-,J*'a* \.1-,- r v*-+t--z---ttt t,w i-r:-.a t.-3 P -':-^'---'a; 't'*' T\-'z- Sl{-'":-i{tr"-l

rz.-J\JL/- {-l- :r n-r sS s'{--as i-ca - :f- i&' cn'/t

L^J\!J.+ y c- t v-*,r-4 *f a,,1 t- L-rlPt1 f\r d' r- larrv jL

LJ a-rJL cJ c\-v--r*- i\ I c*?-*-€ t r \e- S.<*/5s, c*

r^-: L* C-{* rS Ll;$l/-*.>

TU-^-C w&- *tr-* <'i-q-{ l'<:

'{-.{f:}>a c,-t--o-<j f$ t''axa c;u*t,

I

Date

clc,-1 tl o.

9

Lesson Observation Record

Date +- F.o7'

Planning & Preparation:

r Identification of suitable material l<=\-4-o-'A *J l-,--a'--

r Selectionof related'mustknowsn a"e-g, - -t tu LoN-- *:TJt s o-'t-"-;u-*,lt--

Name \cl .-J--^- ba;--ratso^- 'tr *3l-a-^* (tt

r Writing of sound objectives/outcomes S - e sra-StrUCtUre Of SesSion Fva.- - a\,a-a" '

Choice and manufacture of AVAs f'--'1--s a'-Ur--Cd-<--.rTeaching environmeht S a;- - c>t?czLe--

A-a-rLA €4-A -aa,rs---1 o\_.e_- . Q uJ ,

p I a--+ t-.o4.a-.L,J P\As-dsn\" c-,1-o*c"t<'- I\^; '

".^^r s to.l o--, h'o s*, ppo={--

c* a--c'r-s *4a,dl-4-

Lesson

Introduction:r Arousal of intereste Setting the sceneo Stating the outcomes

l,'-sa..t*-- erP = ;"lL;*Tb'^l Ov-e-ya'r'r's-f-rttra- Qree- *J - 1.:"*L fu"-- "'/PcsFru-r- - ta-et*<-a.-A P",*t t^a\]q-;"c-J/

Eu.o+.to--+ \- * l\ r--a-af-c-elS I

Eyecontact 6ue- t^1rt-;- s hrr a^'opf'l a* r*clarity of explanations 7 o-.* it r*J<--r-a^q<^-t r e-leo: . LloL--^- plot-+ft*11l-a -ta* <r r\.c!- ';:11'\"^ J-,l..^* .Use of illustratiod: .

r Examples Tv 6'-d'/Ld L*^rr-'- Le^fd tru-oll-sl----J t3 6f

. Analobes n4-- ylaL tt t --'t clcc-d hs r-ls-e t c*-1-e'-a e=d '1 *

Projectionofself ?L-a to-oF uplezk- - pr*'r

g-T\- af .1 * Aa.^r-s-- Ne_ 1 u-.,.-3.p a,- \'o--rvu ex-A !po[-ass i-t-^) i-:slcora-L .

hl-L.V

Use of recap & summarye,-T\--dt- J *, \,.- d tt"- ii* b: f t,.-c- *FF**cr- O r--o-- v 6 v1-r- 1..-Li-.-4,

TLe=^ c-b r-, l,N- tac--!c^--s\ l''-?.q-lc crs-r-el S' to* !1 to't t-t 'aa'--aJF\r A-*<'L - I e'ttr-l 1 ,*? r-o-ar., I lT tr-e.-^.^ dclv-u

(*crb. t-_ pt-.-t--_ c,Ff t-<rb Z * att-.'--t+ F,\^' if Fv- p-*srae-a't

.J't-"p ut!--€f.-ers'f-aCol ,f r,-r-ci'A v\^-ac-ca+l-9<l.Ca- iD LsL/!- ci--<* Or^ iL- **d ,

Voice: \o Rh]'thm I. volume (e pace I

Speed of delive{

f

'L'l(9,J-r=f- <^JL€

sigpposting ? Do ea ',-l+-4c-'F^'-tlEmphasis of keY Poi"ta)

Tr,---r-rqu-ol g-a-'osLo-- I

Level of participation of students FJt\ p a-l.r c-r pc'Jso=- l\,-r-tlLa'b

euestioningtechnique 4 t- A .s*.al ,i*.-,1c't-L t:A^#:?*btr\ * a.,.L -iry;+l :1 .-=,'.le*;!;*lii: L.,;y*. :(--c-r-kedLr^1ls \.s €-*-. T-- ' W-q--' dor)t '{t

Response to students' questions o r-f-r i-t*' t 1-e-t / r-o' r'rl6P

*'-ve-

Attempts to get students thinking r

Assessmentof learning 1-<-a - N<- r*,e-tr--sJ + t-4-c*<tA-t

1e!r .t€ I-*+- Y t-:1* -,"j

F-ta./E- E\tvL- lc'J

r-1 e; (.fS.Q--ll-

v*efa-- g* va\-fu

clr t€ '^€-e\'/ i\4- g'vwa-r'-c--r5 -^=ja-: .^--,,i.ts -Sfv-5g r--a F r^)

r,evel of approaci"UiUay of 'teacher' tr - u".,tovs \'-st*-'5s :--T- F r^)i-€ (s csoelS. *-i" ' ,^r.,.-rl-cr-+-rt!Level of a"plroacYability of 'teacher' fr- bc"* b

Timing Cr^es-k-A h'^-..- ' f a'-r cv'-'s- 5 h"' e_ls-"-a tD 1 o:rtr

; (o"'.*u - 1*a ' Tt*-4 is t\^--F ct'v+p'-+ ' FJ''t,,

Appropriateconclusion '( TL-*t s c!-JJ 1 t'-'.'- P.*-l"c\Fa-ca->a-c)c- 6- *;1a-e\ t€ l''.>6*-k-. c-t !-or^^-o'- t*tr--l-5\-+---d

.l

Achievement of obiectives -ia 1 -.Y1-- K:1'ffL..:trffitr'-T", .Kt: Jfi ' r^: :-==a-) s'€ c

Pointsforconsideration . r--, tc-so/o bubUc!l-\rc-^^ c)ot-e- L-1 cl^-z,*- 1a*-r t/-'s'rt l-oL F'-t"f"-<3 rvv !-

J ,*J

Use Of AVAs L--lt -tcs urs'eJ

:: *}-tr'-ffi fu L'3-fr'*'v'--Q,.5

sE r: * as-ca-os.s 4-a csv-F-di-tr a*-el sotof t;)l-o*-} Lt o\, t'-o--'q-

Conclusion tu of F--ot r'^" h-. c-c'\-a' t c-il*r'o* -

. I r rtt-c- -t-* .-7Va t+i-d N-s'-= 1 c^\' [---'-t L] P--+ avd-d t.*-- -4--a

,f >s,L--a^rs e ^-6 Y d 1c'-;F *'s*J<- T fsJ'Jr Tt^*

,*FF #or:;#fit F:-a to"aF '^,-r-!+- 'Date Lt.e.ck"

{;

Lesson Obsenation Record

Date L+ F 'o? '

Name 6?*L'-s- t- L-' cl*-a4.

Planning & Preparation:

r Identification of suitable material A-1.--!--c-a bJ |-e-s.*

q.,-:..lt sl-*cfc^}s o-.l-<-d f, - E'1.--i

Se-,tg-eA=^r'*-tf q)r-€l'L'r-rr*J

S t c--e F La--o+l -It

r Selection of related 'must Imows' 1-e_4Writing of sound objectivesloutcomes S"<-a, s 16-

Strucfureofsession \a-, v*-a,s-el stkro F"^^- ov "6 <--oLro*- l-s tA*r---!.-Cc Choice and manufacture of AVAs

r Teaching environment Ai= st_acd

Use of illustration:o Examples ). Analogies JProjection of self

T\4.- gtr ptl-fa L-re)-)t \4,. VafS

S4t *:a.n-- urf t-'\\-

Voice: \. Rhythm Jo Volume { Ev-q-r-.,'-o--r .

o Pace I

Speed of delive{ E*a-+-te.-E r\- o,s.\.[ rg-sl-e-ccaEyecontact 4*-,.*rc-^- b.e-ggar t^-rr\- y.*5v 3ti'rct-c--h

Clarityofexplanations f,rs1- rrSr-* {-,F*, ^i. cl- -sl-."ct-pt-s

t- nr'-o-Jcer,r^^t :li.\-A_4^, - Ceta-q-.-a

. \ c^-r S,roppod=sJi^r ---te\ b<.- s L-d Y

,e b r--t-*ts c^r-N-- 1.-r-rp l- d...3- =hpp,Uar-- oVtvt* .

Lesson

Introduction:o Arousal of interest ) tt-ct-.- cp\r-i.-.ao settingthescene 1 Go Stating the outeomes.J

,-o-t --l^. Y----.,J

,$ [+/t-- C-**- L.o*)Lfto. r of s+-st 6-- ' Tz;A ?\"-

Signposting )? $or---e-- \Gla\- Ath^o\-_E L*l---

Emphasis of key points J/ Level of participation of student, nrt\ , 6\-.,-s^J-!' \r*^-'cr t'-,-c^^-4-t' €..r€

Wr-" I\4--.- a,v.- l--c^ob , AtL l\,L- l.., cav-cr^-1N4.-t''l- 6'* t'*'\--'*-t- U *

Questioning technique ] Nt-- cLL-"|-) e-' 'tr- '

r-- f e=o-t'- coP* o clcrs'n-d 1-v 6 I h'cru=s

1 -

- '-'^^' srF'l--o-J o*l r'r'3r-{ L!-^'-a-lResponse to students' question r) *L'a * a'\) P

Attemptstogetsfudentsthinking $or--c-- * 1.r\s i-)L-d.* la*,-'5 Nt--plab .

Assessment of learning 1 c^J dat^ 1 l1*;. ag4 1 o\-, r*,-c-t- cr*-a ?

Level of approachability of 'teachert v-r--, 1 "^> d -

Use of AVAs L-1 -rc- b r^rb-ts-h tts''J '

Timing e*_t

Appropriate conclusion o,Ft

Achievement of objectives J c,-r re4-aa 4-A I's ts-'-rz{ l\-e.'-* N-'-i tbotr-- gc-1s : D,;1 bsu< rr 1.-.r'o-a R .--<-.ls* i-.-a - w-r-a-") etc".-'L ' 1L,4--a-ca-1a,*1-eal U&A^YrJ c,*- t^ov^i-+r-,o .

t r TRg 6 .-,**- '1a-, c--a\- s F- t t L]-a 6 -.- Lrwts

Points for considerationn.-t-a-- a,,r2- or-{-e b cr^JAo<a* -

I

,\ac-el |s ola cata- v':l*e*al-€-ev t -. o\-o)r\--Q--<1 ov l\*1 '.*t i t\k^-ts{, a c,.: .FF h4- porr*

Conclusion

olo ') Ll-,t TU--- t^-g-d Y o\t , b4- a

Ja-r

Tu_^^^c--o=+ a\r r-t- - L, lft!- al-44

n 6 *- l'--'lJ . No r-t- tc-,t'

A vd,--L^*-+ c-f-f+=a: A* t-c^^r 2'^e\^;;,^1+ \; v'd r L ' il'

1^p fs *-^ -At.-f-s.-et ts T!e- Y H=qJ: a=l{=- HL r*r3- o-c'e1"t'^-fT+*. '1r^t sFitt ry4 tc* r^^q-tc-- aLlar--.o.^<Js - u.-4 c.e-1: hvlt' ' observedby: L. L:+-r-.--. 6o---r..nt.Date + F - oF.

\

Lesson Observation Record

Date .f . & oPName -\) 4'-L'v.-1, ((lPJsS 6.Planning & Preparation:

\tt; Da*-^<c'lsc-

v-as--A tol T''-e-^-*Tl--; **-ooS^ a'Je--as ccr- 'P t"o'"--s F:*Ac^ I\ ctYu-aPta-,|G-ol' ?J tr* f'n--

(U .- tc-t-J-ts I c->s L^J $*

oc^ c-ts-3 i'-zuc-*:s '

Introduction:o Arousal of interest ) -n-rl^^* .-^-' ^A'-; t- b rg-e'L cot-A-srlo Setting the scene t -, ak-^.--e-e P-*-l_*d a*A sr'rat-g-+s'o StatingtheoutcomeJ e,.-4-ea--zg'{ hD ' h-.o'^.r-t- o 3 ot ' eppa-'J-t':ue-

Voice: \o Rhythm /o volume { Perf.<b * Two r\ .,- i&-o.-r spirr , j.rsr ba-ccr'^-'-rs- ) cr. race I

Speed of detiVeyl boTr- do .t_ .---@'\-aL?--!-'lb , alot& u .-*-s&-'--o-41-"*-o-5-'f'

Eye contact l4A^* - -c-+-cstt)-z-X. . Jz "--^-.,-. t -.tt--f o- L'i isLa-il3: '

Ctarity of explanations &eN--cf *,. c^-r - c.\s--?v + sucLt\'ct r\cl! -

Use of illustration: . n Fl n L-a^-lo a- . ;;;ilr i P..,o \-.ar-..-...,-'-' s5 *-d t''s st ---r ) t cl-.""-s--zr "f- "' r. ;;;;;J '

o."J;, .,; - 4,-a r{fs r.s ".;"--$-c-o-_ *;L-otS L-rl-€, , TCI*-; i'*>t6' =+-t^-1 tF- hA"'t ' CgA

|1-e--a * 1 c^-'\,- S l.1r\-rt q\-rl r*.tA-sd

Identification of suitable material 41

ffi;:":ffi"J:-"1Structure of session

r Choice and manufacture of AVAs \','rc-r Teaching environment As s*z^.:d

Lesson

bpp* o'^ * )!\.e*-fr-/ cf cs\,/-'h'L .

t.--c--o^-s tt*-

Signposting

Emphasis of key points

i-it--e-- 1y i'-* t..J-j1wL r" "1-a_8 '

Level of parficipation of students nt-"-Ca cs--bgd*t--t-1 f.,.-,'- it \

Questioningtechniqu" '' ,\,-=- T"€ c- b'',F= 1],|i :j:=lPitraa:kJH- "H:: :'il"'ru:.Li;*; i:5e_a* "-j-f:""t:tiltofgjJ*tol ^,,. .r,.** ,^o sa4.- .r.^, .!rorr'- dar-a N:

,i\^-4.*"-- fu .t.-an*..tv\, .. Ac-U-t*^r-g.t-f b.-,r \ al lg .i G" + A S-.4.--.)S t<;* pt"'"--;/'Attempts to get sfudents thinking '' 1- ! { c--^r te^-s.}-.- cf \-+"r

T\-- C,t------^rS *EL-a.{d V-o-"e"} €lFL*ls€,\ rrr<i!4 {-'.F clc"*5-5' a6-, '1 ot- T \gf.-5=---.n u*o,&-.o-- Q'ut'u'*,\3l- Tai-.L vs<\-a Sit\-D'vlY 'tf,c*^:/' I Assessment of learning,"1--'z->. n*; rS 1 o ,-1 6 i,- ar--. a a f-s-'-et-\ Hr:*"1 ::

Level of approachability of 'teacher *-* o-*.*-i;ft- &-l- t7*1\ |lr""'-"*-:r

- lwl-l--,E aft-1,- lc: c** J aa* ht bc- aiJ"'*c'*/"e- $ i--s'-:r

UseofAVAs P^. u.--+aP'rr{rc\*c'L-{L-uric- ;r cr'; G'i4s- rr'-'r-t'"^'tfi

Timing J- -L1-rc- bc''i't€-+-a -f..*

.F-"-Appropriate conclusion )* q u--1:s b *vr*r1s,t l^.1-e-xr-t , l^. s \ 13 s *l

A- ',^--'*$v*) cer^-c''t'^js i 6* 'Achievement of objectives *1 c^, \,^r\^rc,t ..r\r-, e w ( t^e-J)'-'b

'\^'/t c-k*51 P ta L{*

v-Jc-.rl l:'-oke- il- A.a^t'* iu-&s t.t'- si-t-:l. c-j-*\-lss So \-i- Shrcts--,i t f-e-ttC-"@!-{€{ eL9-e4 v-r.\- '1 1,<-..t , ALSl<-c,\--r-o--al 4L<-L-'--j2!-e-J

Points for consideration .: o l.-* c"v*!-r n i.- i a-x T*

L-l dt-*- - L1 c*z r- <-<;---Fc'{-"---tt- L--s-lr 3 "{* J rr'r'-'c-J-1 6\r*i'

c* p--rzzk- <*-zx a.- t--.,-t-F -t c-r i c-: h-eJ ao" <-e r^-*fu-t'a'-re\l- * tL? ' *1 c*' 6^'/9-

.*- a\./-a--'_E r^>Lc- i,r^-oc^s-,1 CI\^-st u- e J-a:-- 1*.^" i1-- *.1-cl'c-if " -Tt-c'-*tL -t *

t'-,,^i- vol-e-.^.- 1rh-, t'-ts/-L U-fb t-, .lL 1*P t o*"r-'ts'*l a^ <*-atx^eXC/

t-:t^--tst sr*a.-l \c{, \^--o^.e&- 1*.1 ./S"r *f Ci:.ll- L+-{-fJRe-g huat-rJs l"s c<zrac-e-l:.*-Q- '

L*1.r-*- ., i""t}p- !r c^r\-' J e hset1, *.:, "lffil cszr--ci'^rcr '

, S.-l *14- c-a r-f-c\c-b , 1 --oy..|,Ju qr '1 cu-v' c'r-"*r t- L cr t q4* t )<. cq'J-b--t 'a--rT\^cnr't f-r*.*--rd- ru CL-e'-{a- tl c^-: us-*J

( SFar--hrrs ) 1- $-**, cf i ttk 1-r^fObserved bY: L - L--'zT lL-sra<Date f ,f .erF

t1i6zp !I

{ U c:L--4cl r*^-f - f

6=1--'c1

1**JLesson Observation Record

Date t" F oFName,J-,r--^,^^-*' rQs-s

Planning & Preparation:

Choice and manufacture of AVAs

Teaching environment fr3 Ej'?.sd

Lesson

Introduction: \o Arousal of interest )' ,o Setting the scene I 1*=o Stating the outcome.Sl r**Voice: \: f"ilH |

">{ c..,.{-L..:-.c

r pace )Speed of delivery r- J ':st r-']*Eyecontac' e, c-p-+t-z--t t=t-lt * Le"'-1r if ^* M ,--,- .

- irClarityofexplanations '1a, uSa- tols ci '-o ;e-cut--f [r-1 t"c^-'i-F'*"1 '<t*4.*€--1 ,*l-L - tr- y acr.{ L.-t a *d , *Jt \,- ,"-f1!,*.o''t*- *. c^ c H-.os *b ls-

use of

{H:I!'JJ' ;::' :i.:,:::t : ; ;"H i-,*, jo Analogies 1' * bcc.;1 Ctu.q,p^-k t"tl,,_.r,^_i \t,..rr_-r

C<.t'tn-e,6 S e'{- r'P"-.tt!-^.."L1

c?--.h$^-oS I>C,t vg- €i*-^

^..e.-L^-<.l 4v-:r'er-,lr;l J4,l.**tc{.-

Projection of selfA\JTL-<r-r-, t- c--,f-*i-e-

tt---, \s-- e'1,----l ci;l--t -Use of recap & summary

i: (\c) L-+a--e I t-:c,,'^-ol-Cr- \n, \ u* tg- *<' .-Lal

L)€L-€- "i "'tc*l^35tir--.e-er-.--r.*3 b., I'O*lJ oP T\-o-'n'- *"'AJ

)Signposting (I "1 '''*

Emphasis of keY PointsJ

Level of participation of students ia.;tl p c^,+1 c-r P *tt t^* '1

f -e-"ar-*1 \1 o\.,\,, 5 h.rc.L<^J3 uF \"&- 1'*-'l'{-'o^ ep Ls-"''a-'^'3-'/ Questioning technique \

I) G-*-ResPonse to students' Questions IIJ

. Attempts to get students thinking 1-'a-',e tl o-' w*-<>:&'1rcc-*iji N,a- U oL^-J Ats-* &-- \*-a--a K- '

Assessment of learning l_a.--: Ll -".s ,-yt_s/-s_ cr^t"-.teJtl

o[- V-^--'a--^t'-a,J

Level of approachability of 'teacher'

C\,/-S-

Use of AVAs

Timing*--r.,x-

Appropriate conclusion-T-4-h-e* (\--4<s L*_-d t's P.Jb

Achievement of obiectives

t^-rCxlcc'.-d t....o"-d o*J*

t*."$ t C-,\-:l-

L.l(- iru5

c, G-S.f

€dr-^,.-^-t ct*-tf?\

la A-f,,9J l\4' I v-A

icl-{--l:

3*aLl .,..s - tt*J<^3 i.t--.o^-cj."s v< o*cJ

A ve-e.-^-L1 JicA^-J S-e---4s(c^- trur*A-r*.I clg' "---q

L^J 6'4 il-^.-r Cf,'ll^<lL -i

t':':3 "' c40*Tho 1e-tp--

observed by: L L-tfL- oDate e c i*