Course Syllabi
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Final Project Examples
The final projects for both courses are meant to serve as tools that students can utilize and draw from well after they graduate from Crane.
Trumpet Repertoire: Master List
Here is an example of a student's (name redacted) final project:
Trumpet Pedagogy: Family Tree
This is one of my favorite assignments I have developed. Students are asked to trace their trumpet “lineage” as far back as possible, which requires contacting former teachers and engaging in independent research. The process often reveals meaningful historical and pedagogical connections within the trumpet tradition. Through completing this assignment myself, I discovered that my own lineage can be traced back to major pedagogues such as J.B. Arban, which is something I had not previously known. The project helps students situate their own musical development within a broader historical and pedagogical context and encourages a deeper understanding of how teaching traditions are passed from one generation to the next.
Course Reflections
I have not taught these courses in a while, but I very much enjoyed teaching both. While the class is titled Repertoire & Pedagogy, I split the two topics up by semester. This allows for a deeper dive into each topic. The amount of student feedback was very limited and overwhelmingly positive. However, my feedback for Fall 2023 noted my busy schedule and wished that there was more communication and less canceled classes. This has been an ongoing challenge for me and I've written about in detail under the Applied Lessons reflections.
From my own observations, I think that the way I've designed the Pedagogy section allows for students to "coast" if they aren't self motivated to learn. Essentially, the students can get as much or as little out of the course as they want. I could easily tell who did the required readings or not, but there was no system of accountability. In the future, I would create short quizzes on the readings to ensure student preparedness and hold them to a higher standard for their participation grade.
From my own observations, I think that the way I've designed the Pedagogy section allows for students to "coast" if they aren't self motivated to learn. Essentially, the students can get as much or as little out of the course as they want. I could easily tell who did the required readings or not, but there was no system of accountability. In the future, I would create short quizzes on the readings to ensure student preparedness and hold them to a higher standard for their participation grade.