CASE STUDY
I tracked the musical and non-musical behaviors of a first grade student, Kara*, during my student teaching experience.
Kara is seven years old and in first grade. Musically, she is very advanced, but behaviorally, there are some needed improvements. My first interaction with Kara was witnessing an outburst with teachers and fellow students. After witnessing this event, I was anxious to see how she would respond in music class.
During our first class together, she entered quietly, handed me her behavior chart, and took her spot in the circle. Occasionally, she would call out and add comments, but no major tantrums! All comments used advanced thinking skills. During our Carnival of the Animals unit, she realized that the Finale movement was also used in the movie, Fantasia. I was very impressed that this first grader made this connection just through listening!
I also observed her musical progression throughout the semester. She had good use of her head and singing voice. However, sometimes she focused on the lightness of her voice so much, that she was not singing in tune. Many times, she sang extremely high and light, but did not have pitch accuracy. When not echoing the teacher, she sang songs in tune. Her rhythm skills were advanced. She kept a steady beat very well, and her body often showed the music. She participated in all movement and singing activities very willingly, and was attentive and usually
on-task.
I chose to observe Kara because of our initial meeting. I was interested in how her achievement in music class would be, and I am very happy that I got to see her progress. Each class she had something new and interesting to bring and her musical development improved every week.
* name changed
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