All activities meet the National Standards for Music Education criteria for performing and responding.

CHARACTERISTICS OF INTERMEDIATE CLASSES
- intentional discussions brought forward mainly from the learner, sometimes from the instructor in
- gathering exposure to the wide variety of options available for pathways of playing the trombone
- conversation guides are established more often by the learner than the leader
- choices may require guidance, questions, or refinement
- demonstrates technical proficiency with deliberate practice methods mostly in place
- is developing proficiency or exhibits proficiency characteristics of rigorous study beyond proficient, but not without feedback, guidance, or collaboration
- developing strategies for practice and performance methods and to overcome personal challenges 
- is seeking experience to develop towards mastery

TEACHER SUPPORT - ALL ACCESS via VIDEO
Recommendations and guidance are offered during the meeting session. Assignments and deliberate practice homework is offered that align specifically with learner goals. Learners are highly encouraged to send videos throughout the week of their practicing, performances, and questions and the teacher will provide video or written response guidance back for continued support outside of session times.

METHOD OF DELIVERY & SAMPLE LESSON
Trombone private study in this class can be delivered with the following options in mind:
 Method 1: trial lesson for fit assessment and go forward planning

Method 2: specific, defined lessons to achieve a particular outcome. Outcome may be time sensitive. These lessons may also serve to gather audience perspective

Method 3: Continuous specialized study to meet long term goals

Each delivery method is tailored to the goals of the learner and a learner-centered plan will be shared after the 1st meeting. Lessons will typically include:

1) personalized 1-on-1 conversation between learner & teacher
2) skill assessment for playing techniques
3) establish goals and expectations of success
4) repertoire needs 
5) how to take our trombone session conversation to independent focus time
6) deliberate practice or performance activities

All learners will receive a guided plan to execute against their goals. The plan will be collaborative and act as a working document that is revisited often.

The learner can expect to be active and play their instrument for most of the booked time for all lessons.

Activities can be designed to support performance goals for:
- auditions
- performance competitions
- test and exams (in school, ensembles, ABRSM, ISOM)