9-7+Lesson+Assignment-Rose

Lesson: Teach my sister how to play "Mary Had a Little Lamb" on clarinet.

1. To what learning styles does the lesson you were trying to teach seem to appeal (for instance, shooting baskets might appeal most to Kinesthetic and Interpersonal intelligences)? The lesson appealed most to Musical and Interpersonal intelligences.

2. What disciplines did you draw on to teach the person your lesson (for example, learning to shoot baskets might draw on physics and kinesiology)? I drew on the disciplines of musicality and mathematics (for reading musical rhythms).

3. In terms of multiple intelligences, what were the strengths and struggles of the person you were trying to teach? How did this help or hinder your efforts? (for example, did they have an easier time when you described in words? demonstrated visually?) My sister is exceptional at mathematics and, therefore, was able to easily follow the rhythms for the song. Since she was not familiar with the instrument, she learned best when I visually showed her the placement of the notes on the clarinet, which corresponded with the notes and rhythms on the sheet of music. Combining this method with her strengths made things run quickly and smoothly overall.

4. What evidence did you have that the person had learned the lesson? In what discipline would that evidence "count", and why? (for example, could the person explain/perform/repeat/individualize? would a scientist/english teacher agree that s/he had learned?) After the lesson was completed, my sister and I played the song together. She was able to repeat the song without my playing and even add her own individual twist. Due to those facts, it was apparent that she had learned to play the song "Mary Had a Little Lamb" on clarinet.

5. What forms of communication did you and/or your person use in the process (for example, did you use diagrams? demonstrations? step-by-step directions?)? In the process of the lesson, I demonstrated what I wanted my sister to achieve. I showed her my clarinet fingering chart, should she need to reference any of the notes. I then showed her each placement of the notes on the clarinet, and how they corresponded with the written notes on the sheet of music. Step-by-step we achieved our goal.