The goal was the change in half steps and whole steps between the major scale and the minor scale and how to understand that through recognizing the formula for each scale.

I thought I was little sloppier and unorganized but it turned out that I was right on track.

I think I was more direct and to the point thus making my lesson more time efficient and less wordy. This turned out to be a benefit for the class. They had more time to work independently and together.

I had some issues with technology therefor I had to improvise, and received better results.

There has to be a catch with each lesson…

When I thought about the audience 8^th grade general music, not to under estimate but the majority will remember some of the lesson but all will remember what pulled them in.

I ended with a conclusion of content knowledge via a game show I called “Where’s that half step”.  The point of it was for students to basically remember where were the half steps in the minor scale as opposed to the major scale by naming the degrees in which the half step occurred.

It had a catchy gospel piano motif and a shout chorus of “Where’s that half step”.

Contestants (students), had were called on to answer simple questions about the formula of the major scale.  I believe it’s incredibly important to divulge information about your lesson but nothing guarantees that the students are going to remember it, just because you taught it. I believe it’s important to nurture the learning environment.

 Students are waiting to be pulled in to a lesson and it’s the teacher’s job light that fire.

Will making a game show do all of that? Find out!

Getting the students to learn using every modality possible is important.

Performance:

Students used smart phones and apps to play the scale, and singing it using solfeggio.

Analysis and assessment:

They could see the scale through the phones, hand out, and writing it. Also question and answer.

Conclusion and further assessment:

Game show