Lindsey Showalter

2/13/17

Dr. Dabback

MUED 304

Adopt-A-Peer Post-Test

Student: Nanda Azevedo

Instrument: Horn

1. Buzz a siren.

Comments: Good, clear attack, expanded range from last test, consistent, supported

sound

Score: 7.5

2. Play a one octave concert Bb scale.

Comments: Almost all correct pitches, initial attack is still a little aggressive, make sure

to take a breath when needed to keep the sound supported

Score: 8

3. Play a one octave concert Bb arpeggio.

Comments: still a little strained in the upper register, but great improvement from pre-test

Score: 8

4. Play, starting on concert Bb, a one octave chromatic scale.

Comments: confused about some fingerings, working up by half steps improved the

quality of notes in the upper register

Score: 9
5. Play from the Standards of Excellence book number 34, “Farm Out.”

Comments: trouble getting from F to D, otherwise all correct notes, good phrasing

Score: 8.3

6. Play from the Standards of Excellence book number 57, “Theme From Symphony No. 1.”

Comments: good phrasing, some trouble with skips, very strong tone

Score: 9

Scoring Scale:

1-One or two correct pitches, barely a buzz, no clear rhythm

2-A few correct pitches, short bursts of a good buzz

3-Some correct pitches, non-supported tone, non-consistent rhythm

4-Some correct pitches, decent buzz, non-supported tone

5-About half of the pitches are correct, mostly consistent buzz, decent rhythm accuracy

6-Mostly correct pitches, consistent buzz, good rhythm

7-Mostly correct pitches, strong buzz, mostly correct rhythms

8-Almost all correct pitches, mostly correct rhythms, supported tone

9-Almost all correct pitches, correct rhythms, supported tone

10-All correct pitches, correct rhythms, full, supported tone, clear attacks and releases
Reflection:

Working with (student) this semester presented new challenges with the french horn. A

problem that is common with horn is hitting notes in the upper register and playing on the correct

partial at all times. (Student) had a particularly difficult time keeping a consistent tone and

hitting higher pitches. One exercise we did to fix these problems was intense breathing exercises

with and without the mouthpiece. This helped her to use good breathing technique on the

instrument to keep a supported tone that helped her reach higher notes. Being aware of what the

correct pitches were was not the issue for (student), rather finding the right partials and being

able to play them. Another issue she had was her embouchure. She tended to roll her bottom lip

out, so I encouraged her to roll it back under and think about making her aperture smaller to give

her airstream more focus. I believe (student) made tremendous progress through our lessons and

the pre- and post-tests reflect that.