Repositioning ‘The Elements’: How Students Talk about Music
Rose, L. S., & Countryman, J. (2013). Repositioning ‘the elements’: How students talk about music. Action, Criticism, and Theory for Music Education 12(3): 45–64.
I found it interesting that the educators in this article could take away so much information from just watching the physicality of their students when they were listening to music. This is something that I never thought about, but is so relatable. Personally, whenever I listen to music, I show some sort of connection to it through my physicality, usually without even realizing it. I like that this article pointed out so many ways people can think deeply about a song, without using specific musical terms, but by using their own imagination. In my experience with some of the music teachers I have had in the past, this is not something that they ever commented on or necessarily encouraged. To me, I think music is performed best when the performer has a strong connection to it. So, I think that it is important for educators to encourage and appreciate their students’ personal connection to music more, rather than focusing on the “right” and “wrong” ways to analyze it.
Something that surprised me in this article was the fact that only “5.7% of students enroll in Grade 12 music. This statistic is troubling given that adolescents report that listening to music is their favorite activity”. I would have thought that this number would have been a lot higher, but that may be because I attended a performing arts high school, where the numbers were probably much higher. It saddens me that many grade twelve students are not interested in enrolling in a music class, even though music is such a big part of their lives. Although, I think that if classrooms start to encourage creativity, and focus less on the “rules” of music, students would feel more comfortable and interested in taking a music class, especially if they have no previous musical experience.
It frustrates me that teachers who have their own way of teaching feel the need to hide it, rather than sharing it and letting those around them embrace it. Personally, I think it is so important to experiment ways of teaching in the classroom, and to allow students to have a safe place to experiment themselves. It saddens me that instead of being proud of their different way of teaching, there are teachers who are embarrassed of it. I find it ironic that some music teachers are afraid of being too creative. In my personal experience, I have developed so much more as a musician and a person in classrooms where I was encouraged to explore and create, instead of being forced to learn a certain way.
If I had a chance to speak to the author of this article, I would tell them how much I agree with their thoughts about music education. I would emphasize how much I agree with the importance of “identity-work, self-expression, connection and community” in a classroom environment. I truly believe that when a classroom can accomplish all those things, the students’ music making becomes so much better, and their understanding of music becomes stronger.
Rose, L. S., & Countryman, J. (2013). Repositioning ‘the elements’: How students talk about music. Action, Criticism, and Theory for Music Education 12(3): 45–64.
I found it interesting that the educators in this article could take away so much information from just watching the physicality of their students when they were listening to music. This is something that I never thought about, but is so relatable. Personally, whenever I listen to music, I show some sort of connection to it through my physicality, usually without even realizing it. I like that this article pointed out so many ways people can think deeply about a song, without using specific musical terms, but by using their own imagination. In my experience with some of the music teachers I have had in the past, this is not something that they ever commented on or necessarily encouraged. To me, I think music is performed best when the performer has a strong connection to it. So, I think that it is important for educators to encourage and appreciate their students’ personal connection to music more, rather than focusing on the “right” and “wrong” ways to analyze it.
Something that surprised me in this article was the fact that only “5.7% of students enroll in Grade 12 music. This statistic is troubling given that adolescents report that listening to music is their favorite activity”. I would have thought that this number would have been a lot higher, but that may be because I attended a performing arts high school, where the numbers were probably much higher. It saddens me that many grade twelve students are not interested in enrolling in a music class, even though music is such a big part of their lives. Although, I think that if classrooms start to encourage creativity, and focus less on the “rules” of music, students would feel more comfortable and interested in taking a music class, especially if they have no previous musical experience.
It frustrates me that teachers who have their own way of teaching feel the need to hide it, rather than sharing it and letting those around them embrace it. Personally, I think it is so important to experiment ways of teaching in the classroom, and to allow students to have a safe place to experiment themselves. It saddens me that instead of being proud of their different way of teaching, there are teachers who are embarrassed of it. I find it ironic that some music teachers are afraid of being too creative. In my personal experience, I have developed so much more as a musician and a person in classrooms where I was encouraged to explore and create, instead of being forced to learn a certain way.
If I had a chance to speak to the author of this article, I would tell them how much I agree with their thoughts about music education. I would emphasize how much I agree with the importance of “identity-work, self-expression, connection and community” in a classroom environment. I truly believe that when a classroom can accomplish all those things, the students’ music making becomes so much better, and their understanding of music becomes stronger.
Moving Out of the Familiar for Music Education’s Sake
Dawe, L. (2016). Fumbling Towards Vulnerability: Moving Out of the Familiar for Music Education’s Sake, Canadian Music Educator, (57)2, pp.22-24
Throughout the entire article, I truly agreed with the author. My favourite point that the author made was this: “During music class, students should be able to take the musical skills they have developed and apply them to learn what they are most interested in”. Personally, I think that this is what will keep students excited and motivated about music. Most people become interested in music when they hear something that they like, and they become inspired. I think it is really important to get students to apply their knowledge to their interests, because it will keep them interested in music, and it will make them want to continue their learning. Something that I really liked about this article was how the author encourages risk taking and experimenting with teaching. I think this is something that many teachers do not do, because they stick to a strict curriculum. In my opinion, I think it is necessary to take risks and experiment with students, because every class is different, and in order for the students to get the most out of their learning experience, they must be taught in a way that benefits them specifically.
Something that surprised me in this article was this line: “Creativity seemed to be something that was fit in at the end of the school year when all the festivals and concerts had finished, and we had seemingly stopped learning new repertoire”. I was surprised when I read this because I completely relate to this, and I did not realize that this happened in other classrooms as well. In all of my music classes throughout high school, we spent the year learning material for the shows that we were putting on. Once those shows were over and exam season approached, we were given culminating assignments that consisted completely of creativity. I think these type of assignments are very important, and fun as well. But, when we spent the entire year learning specific material and did not have time to be creative, it was very stressful having such an important assignment that consisted solely on creativity, because we did not know where to start. I believe that creative projects should have been given to us throughout the year, not only for us to have an opportunity to take risks, but so that we could have had time to fail and try again. When it was worth a huge part of our mark, it is likely that we spent more time stressing out than taking risks and learning from them. Having this experience every year caused me to become scared of taking risks, and scared of failing, because I felt so pressured to succeed.
The author made a really good point of bringing up how many classes lack creativity. I am frustrated by the fact that many students feel like they know nothing, and that their teachers know everything. This is especially upsetting when it comes to music, because creativity is what gives a musician their identity, and if music students are afraid to be creative, they will not succeed in the same way.
If I had a chance to speak to the author of this article, I would want to emphasize the importance of taking risks when it comes to teaching. If teachers are afraid to take risks, how are their students supposed to feel safe taking risks in that environment? We learn best from mistakes, and if we feel like mistakes can’t be made, we will miss out on so many learning opportunities.
Dawe, L. (2016). Fumbling Towards Vulnerability: Moving Out of the Familiar for Music Education’s Sake, Canadian Music Educator, (57)2, pp.22-24
Throughout the entire article, I truly agreed with the author. My favourite point that the author made was this: “During music class, students should be able to take the musical skills they have developed and apply them to learn what they are most interested in”. Personally, I think that this is what will keep students excited and motivated about music. Most people become interested in music when they hear something that they like, and they become inspired. I think it is really important to get students to apply their knowledge to their interests, because it will keep them interested in music, and it will make them want to continue their learning. Something that I really liked about this article was how the author encourages risk taking and experimenting with teaching. I think this is something that many teachers do not do, because they stick to a strict curriculum. In my opinion, I think it is necessary to take risks and experiment with students, because every class is different, and in order for the students to get the most out of their learning experience, they must be taught in a way that benefits them specifically.
Something that surprised me in this article was this line: “Creativity seemed to be something that was fit in at the end of the school year when all the festivals and concerts had finished, and we had seemingly stopped learning new repertoire”. I was surprised when I read this because I completely relate to this, and I did not realize that this happened in other classrooms as well. In all of my music classes throughout high school, we spent the year learning material for the shows that we were putting on. Once those shows were over and exam season approached, we were given culminating assignments that consisted completely of creativity. I think these type of assignments are very important, and fun as well. But, when we spent the entire year learning specific material and did not have time to be creative, it was very stressful having such an important assignment that consisted solely on creativity, because we did not know where to start. I believe that creative projects should have been given to us throughout the year, not only for us to have an opportunity to take risks, but so that we could have had time to fail and try again. When it was worth a huge part of our mark, it is likely that we spent more time stressing out than taking risks and learning from them. Having this experience every year caused me to become scared of taking risks, and scared of failing, because I felt so pressured to succeed.
The author made a really good point of bringing up how many classes lack creativity. I am frustrated by the fact that many students feel like they know nothing, and that their teachers know everything. This is especially upsetting when it comes to music, because creativity is what gives a musician their identity, and if music students are afraid to be creative, they will not succeed in the same way.
If I had a chance to speak to the author of this article, I would want to emphasize the importance of taking risks when it comes to teaching. If teachers are afraid to take risks, how are their students supposed to feel safe taking risks in that environment? We learn best from mistakes, and if we feel like mistakes can’t be made, we will miss out on so many learning opportunities.
Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability
Series, D. Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability. Retrieved from http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/
I enjoyed reading this article, because I related with the author’s opinion very strongly. The older I get, the more I notice the people around me being diagnosed with “disabilities”. In my opinion, society is becoming so used to pointing out “problems” with people, and using it as an excuse to call them “abnormal”. If the majority of us have “flaws” and are “abnormal”, then what is “normal”?
One of the points that surprised me in this article was this: “many in the Deaf community view themselves as part of a linguistic minority rather than having a “disability.” These communities note that they don’t feel “cut off” from the rest of the world, but rather just speak a different language”. This did not surprise me because I thought it was strange; this surprised me because I can’t believe I never thought about it like this before. Reading this gave me a new perspective, and I would like to try to see things from this perspective from now on. I believe that people try so hard to treat people with disabilities just like everybody else, that they end up treating them differently without even realizing it. They are treated with pity, when all they want is to be treated equally. It must be frustrating to deal with this on a day to day basis.
Something that I find extremely frustrating is that our society jumps at any opportunity to find things that are “wrong” with people, rather than accepting the fact that nobody is the same, and there is no such thing as “normal”. Our society needs to start seeing things from a new perspective; not to help those with “disabilities”, but to help make the world a more realistic and accepting place. I truly respect the author of this article, because they gave me a new perspective on many things. If I am going to become a teacher one day, it is important for me to be able to view situations from many different perspectives. It is especially important to know that the way you treat people will stick with them for the rest of their lives, and if you treat them like they are weak, they will believe that they are.
The truth is plain and simple; everyone is different. We look different, we act differently, we learn differently. Nobody should be classified as “normal” or “abnormal”, because no two people are the same. We are all unique. We need to spend more time focusing on ways of helping each other succeed, rather than focusing on each other’s and our own weaknesses and letting them hold us back.
Series, D. Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability. Retrieved from http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/
I enjoyed reading this article, because I related with the author’s opinion very strongly. The older I get, the more I notice the people around me being diagnosed with “disabilities”. In my opinion, society is becoming so used to pointing out “problems” with people, and using it as an excuse to call them “abnormal”. If the majority of us have “flaws” and are “abnormal”, then what is “normal”?
One of the points that surprised me in this article was this: “many in the Deaf community view themselves as part of a linguistic minority rather than having a “disability.” These communities note that they don’t feel “cut off” from the rest of the world, but rather just speak a different language”. This did not surprise me because I thought it was strange; this surprised me because I can’t believe I never thought about it like this before. Reading this gave me a new perspective, and I would like to try to see things from this perspective from now on. I believe that people try so hard to treat people with disabilities just like everybody else, that they end up treating them differently without even realizing it. They are treated with pity, when all they want is to be treated equally. It must be frustrating to deal with this on a day to day basis.
Something that I find extremely frustrating is that our society jumps at any opportunity to find things that are “wrong” with people, rather than accepting the fact that nobody is the same, and there is no such thing as “normal”. Our society needs to start seeing things from a new perspective; not to help those with “disabilities”, but to help make the world a more realistic and accepting place. I truly respect the author of this article, because they gave me a new perspective on many things. If I am going to become a teacher one day, it is important for me to be able to view situations from many different perspectives. It is especially important to know that the way you treat people will stick with them for the rest of their lives, and if you treat them like they are weak, they will believe that they are.
The truth is plain and simple; everyone is different. We look different, we act differently, we learn differently. Nobody should be classified as “normal” or “abnormal”, because no two people are the same. We are all unique. We need to spend more time focusing on ways of helping each other succeed, rather than focusing on each other’s and our own weaknesses and letting them hold us back.
The Invisible Student: Understanding Social Identity Construction within Performing Ensembles
Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within performing ensembles. Music Educators Journal, 34-38.
A point in this article that really stood out to me was this: “how a person feels about his or her value to a group can directly affect his or her self-worth and self-identity”. There are many places that people can feel as though they do not fit in, such as: school, friendships, family, work, etc. Therefore, this point emphasizes the importance of making everyone feel important and valued in a classroom, because it is likely that students do not feel that way in many other places. If teachers have the opportunity to make their students feel safe in their classroom, they should take it, because that gives their students at least one safe environment.
I am surprised at how hard it is, as a teacher, to make everyone accepted. I have always been aware of the fact that classrooms are always diverse, and it is difficult to teach in a way that makes everyone feel comfortable and valued. But, I was unaware of how in some classrooms, there may only be one student that feels left out and unaccepted. In this case, it is even more difficult for the teacher to make everyone feel comfortable in their environment. You cannot force people to be friends, and sometimes, even with friendly group activities, these situations can result in the “invisible” student feeling more left out and unaccepted. As a teacher, it is hard to know what will and will not work for their students, and taking risks could result in making the situation worse. How do you know whether or not you should take those risks?
It saddens me that there are students who feel “invisible” in their music classes. Music is a passion for many people, and music class should be full of passion and enjoyment. I have been fortunate enough to have many fun, creative, inclusive and interactive music teachers who made the students in my class feel passionate and motivated. Throughout my entire life, music class was always my favourite class because it is where I felt safe, and where I felt like I could be my true self. I truly wish that all music teachers would understand how much they, as well as the environment they create, impact their students. I wish that every student would be fortunate enough to experience their music classes in the same way that I did.
I genuinely understand the author’s idea that music teachers should increase their inclusiveness with all their students in order to make those students feel valued. I agree with this idea. Although, all students are different, and certain students may not feel comfortable with certain activities. For example, some students are extremely shy, and group activities or one-on-one activities may make them feel nervous and uncomfortable. Some students like to sit in class and learn without being noticed. I do not thing that either way of teaching is right or wrong; I think there needs to be a balance. I believe that the teacher must get to know their students before deciding what the most beneficial balance would be for their specific class. This takes a lot of work and a lot of risk-taking, and I think this is why many teachers do not make all of their students feel valued and comfortable in their classroom.
Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within performing ensembles. Music Educators Journal, 34-38.
A point in this article that really stood out to me was this: “how a person feels about his or her value to a group can directly affect his or her self-worth and self-identity”. There are many places that people can feel as though they do not fit in, such as: school, friendships, family, work, etc. Therefore, this point emphasizes the importance of making everyone feel important and valued in a classroom, because it is likely that students do not feel that way in many other places. If teachers have the opportunity to make their students feel safe in their classroom, they should take it, because that gives their students at least one safe environment.
I am surprised at how hard it is, as a teacher, to make everyone accepted. I have always been aware of the fact that classrooms are always diverse, and it is difficult to teach in a way that makes everyone feel comfortable and valued. But, I was unaware of how in some classrooms, there may only be one student that feels left out and unaccepted. In this case, it is even more difficult for the teacher to make everyone feel comfortable in their environment. You cannot force people to be friends, and sometimes, even with friendly group activities, these situations can result in the “invisible” student feeling more left out and unaccepted. As a teacher, it is hard to know what will and will not work for their students, and taking risks could result in making the situation worse. How do you know whether or not you should take those risks?
It saddens me that there are students who feel “invisible” in their music classes. Music is a passion for many people, and music class should be full of passion and enjoyment. I have been fortunate enough to have many fun, creative, inclusive and interactive music teachers who made the students in my class feel passionate and motivated. Throughout my entire life, music class was always my favourite class because it is where I felt safe, and where I felt like I could be my true self. I truly wish that all music teachers would understand how much they, as well as the environment they create, impact their students. I wish that every student would be fortunate enough to experience their music classes in the same way that I did.
I genuinely understand the author’s idea that music teachers should increase their inclusiveness with all their students in order to make those students feel valued. I agree with this idea. Although, all students are different, and certain students may not feel comfortable with certain activities. For example, some students are extremely shy, and group activities or one-on-one activities may make them feel nervous and uncomfortable. Some students like to sit in class and learn without being noticed. I do not thing that either way of teaching is right or wrong; I think there needs to be a balance. I believe that the teacher must get to know their students before deciding what the most beneficial balance would be for their specific class. This takes a lot of work and a lot of risk-taking, and I think this is why many teachers do not make all of their students feel valued and comfortable in their classroom.
Toward Convergence: Adapting Music Education to Contemporary Society and Participatory Culture
Tobias, E. S. (2013). Toward Convergence: Adapting Music Education to Contemporary Society and Participatory Culture, Music Educators Journal, 29-36.
As I was reading this article, I thought a lot about the grade nine vocal class that I volunteered in during high school. Many of the scenarios and ideas listed in this article are very similar to the activities that would go on in that class. The teacher who taught this class was a very new teacher. It made me realize that he was aware of how much music has been changing, and he brought new elements into teaching that corresponded with the students’ musical interests. Giving the students opportunities to participate in activities that they were interested in resulted in increased creativity, passion and hard work.
I really enjoyed this article because it touched on many of my beliefs in teaching. Two of the points that I strongly believe in were these: “knowing how people learn and do music in their everyday lives can assist in this regard” and “one might find potential in incorporating this type of musical engagement in classrooms and ensembles”. In my experience as a student, what you do in the classroom is very separate to what you do outside of the classroom. I like the idea of incorporating the two, because I believe that it results in more interest from the student, which will open more doors to creativity. Personally, when I am participating in activities that interest me, I am a lot more passionate about what I am doing. When I become a teacher, one of my goals will be for my students to enjoy learning, and for their creativity to be limitless.
Another point that I strongly agree with was this: “educators might then make informed decisions, perhaps with their students, as to the balance of older and newer ways of engaging with music in school music programs and how they might be enacted”. I believe that it is important to discuss with students what their interests are, as well as their opinions on different activities. It is important for educators to hear from their students. Educators may not always know what activities are engaging and effective toward their students without hearing their thoughts. Doing this is beneficial to the educator because they will hear new perspectives and new ideas that they may not have thought of before. It is beneficial to the students because they will have the chance to share their ideas, and their opinions. As an educator, planning your own activities will only get you so far. Every class is different, and different activities will be effective for different classes. It is important to continuously come up with new ideas that will benefit everyone.
Another thing that I realized while reading this article was that I was very privileged to have some of my high school music and drama teachers. Daily, we were given activities with almost no boundaries, allowing us to use our full imagination and creativity. The ideas that we came up with weren’t always good, but with more experience, we were able to create some amazing works. Activities like these were what made us grow as musicians and performers, because there was nothing holding us back.
Another Perspective: The iPad Is a REAL Musical Instrument
Williams, D. A. (2014). Another Perspective The iPad Is a REAL Musical Instrument. Music Educators Journal, 101(1), 93-98.
As I began to read this article, I found that I had a biased opinion toward it. I kept thinking “an iPad is not a musical instrument”. Although, as I continued to read the article, I saw this from a new perspective, and by the end, my opinion had changed completely.
The first thing that really made me think was this: “the most important aspect of human musicmaking is not the instrument – it is the human!”. This is something that I hadn’t thought of before, but is something that I completely agree with. We are the ones who make the music; our instruments are only our tools. We are the musicians. Another thing that helped me change my perspective was this: “iPads offers new potential to music teachers”. This is true. The world is changing, and in order to keep up with it, we need to try new things and allow classrooms to grow with society. The author also emphasized the fact that her ensemble performs different musical styles. This is something I believe is very important because it gives all the students a chance to explore and create music that they are interested in, rather than being forced to learn about something they are not interested in.
When the author mentioned that her ensemble learns their music aurally, I thought this was a great idea. It reminded me of the workshop we had with Dr. Ruth Wright. During this workshop, we recreated a piece of music by listening to it. This entire process increased our creativity. The author also mentioned that her students all have a classical background, and are able to read notation. I think it is important to be able to do both, and having a balance allows the students to excel through their further understanding of music. As the author talked about her students’ composition skills, I thought that it must come from their ability to learn aurally. In addition, she mentioned that her ensemble likes to break the “fourth wall” and interact with their audiences. I believe that this is an important quality to have as a performer, and that it should always be encouraged.
I was frustrated when I realized how true some of her points were. “We elevate the importance and worthiness of certain instruments”. This is a big issue in music education. This gives musicians/students the idea that their instrument is not worthy, and that they are not “true musicians”. As a vocalist, I can relate to this very strongly. In addition, this doesn’t give all students a chance to learn about their instrument in school, because they are restricted by having to choose one of the few options given, rather than what they are interested in.
In conclusion, this article surprised me in many ways. Not only did it change my opinion on iPads as instruments, but it also made me realize many of the flaws in music education. It is clear that we are far behind society when it comes to music, and that this is a big reason why students are not interested in taking music in school.
As I began to read this article, I found that I had a biased opinion toward it. I kept thinking “an iPad is not a musical instrument”. Although, as I continued to read the article, I saw this from a new perspective, and by the end, my opinion had changed completely.
The first thing that really made me think was this: “the most important aspect of human musicmaking is not the instrument – it is the human!”. This is something that I hadn’t thought of before, but is something that I completely agree with. We are the ones who make the music; our instruments are only our tools. We are the musicians. Another thing that helped me change my perspective was this: “iPads offers new potential to music teachers”. This is true. The world is changing, and in order to keep up with it, we need to try new things and allow classrooms to grow with society. The author also emphasized the fact that her ensemble performs different musical styles. This is something I believe is very important because it gives all the students a chance to explore and create music that they are interested in, rather than being forced to learn about something they are not interested in.
When the author mentioned that her ensemble learns their music aurally, I thought this was a great idea. It reminded me of the workshop we had with Dr. Ruth Wright. During this workshop, we recreated a piece of music by listening to it. This entire process increased our creativity. The author also mentioned that her students all have a classical background, and are able to read notation. I think it is important to be able to do both, and having a balance allows the students to excel through their further understanding of music. As the author talked about her students’ composition skills, I thought that it must come from their ability to learn aurally. In addition, she mentioned that her ensemble likes to break the “fourth wall” and interact with their audiences. I believe that this is an important quality to have as a performer, and that it should always be encouraged.
I was frustrated when I realized how true some of her points were. “We elevate the importance and worthiness of certain instruments”. This is a big issue in music education. This gives musicians/students the idea that their instrument is not worthy, and that they are not “true musicians”. As a vocalist, I can relate to this very strongly. In addition, this doesn’t give all students a chance to learn about their instrument in school, because they are restricted by having to choose one of the few options given, rather than what they are interested in.
In conclusion, this article surprised me in many ways. Not only did it change my opinion on iPads as instruments, but it also made me realize many of the flaws in music education. It is clear that we are far behind society when it comes to music, and that this is a big reason why students are not interested in taking music in school.
The Power of Limits and the Pleasure of Games
Thibeault, M. D. (2012). The power of limits and the pleasure of games: An easy and fun piano duo improvisation. General Music Today, 1048371311435523.
I am grateful that this is the second improvisation activity that I have been able to learn about this week. As someone who had never previously experienced anything like this until recently, I am very interested and inspired by these ideas! I love the idea that improvisation should be promoted. Not only to expand our creativity, but to also expand our bravery as musicians.
One of the main points that the author stressed in this article was having “space for imagination within limits”. This is something that I completely agree with because it allows students to be creative and imaginative without making them feel overwhelmed, especially if they are new with improvising. In addition, the author calls the activity a “game”. I really appreciate this because it makes it sound a lot less intimidating. Personally, the thought of improvisation makes me nervous because I am still quite new to it, so calling it a “game” would make me feel more comfortable.
Another thing that I liked about this method is the fact that the students switch roles. This not only gives them the option to experience and experiment with improvising as well as the major scale, but it also gives them the opportunity to feel less embarrassed if they don’t feel good about their improvisation.
Something that I really appreciated about the author of this article is how they included different scenarios and how they would deal with them. Something I continuously wonder about is how to deal with students who are at different levels, without making them feel like they are not as “good” as another student. The author discussed different things they would do/say depending on how the student is succeeding. In addition, they suggested multiple variations of the activity that would benefit different students who have different levels of knowledge and interest. This allows everyone to be as creative as possible.
In conclusion, this is a method of improvisation that I would like to try with my future class one day. I am grateful for this article as well as Dr. Watson’s workshop, because they have both provided me with new insights about something I previously did not know about. Learning about this will benefit me in the future when I become a teacher, as well as myself as a musician.
I am grateful that this is the second improvisation activity that I have been able to learn about this week. As someone who had never previously experienced anything like this until recently, I am very interested and inspired by these ideas! I love the idea that improvisation should be promoted. Not only to expand our creativity, but to also expand our bravery as musicians.
One of the main points that the author stressed in this article was having “space for imagination within limits”. This is something that I completely agree with because it allows students to be creative and imaginative without making them feel overwhelmed, especially if they are new with improvising. In addition, the author calls the activity a “game”. I really appreciate this because it makes it sound a lot less intimidating. Personally, the thought of improvisation makes me nervous because I am still quite new to it, so calling it a “game” would make me feel more comfortable.
Another thing that I liked about this method is the fact that the students switch roles. This not only gives them the option to experience and experiment with improvising as well as the major scale, but it also gives them the opportunity to feel less embarrassed if they don’t feel good about their improvisation.
Something that I really appreciated about the author of this article is how they included different scenarios and how they would deal with them. Something I continuously wonder about is how to deal with students who are at different levels, without making them feel like they are not as “good” as another student. The author discussed different things they would do/say depending on how the student is succeeding. In addition, they suggested multiple variations of the activity that would benefit different students who have different levels of knowledge and interest. This allows everyone to be as creative as possible.
In conclusion, this is a method of improvisation that I would like to try with my future class one day. I am grateful for this article as well as Dr. Watson’s workshop, because they have both provided me with new insights about something I previously did not know about. Learning about this will benefit me in the future when I become a teacher, as well as myself as a musician.
Teaching Creatively and Teaching for Creativity
Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Education Policy Review, 111(2), 48-50.
This article emphasizes the importance of one of my strong beliefs when it comes to teaching. As I have mentioned before, I come from a high school where I was privileged enough to have many opportunities to experience creativity in the classroom. Although, many of the classes that I have been in throughout my life have lacked creativity greatly. Therefore, I love the fact that this article stresses the importance of creativity.
One of my favourite lines from the article was this: “the creative teacher can inspire, motivate, and develop students that can function at various levels of engagement in the multiple roles that musicians have”. I completely agree with this statement, because if it weren’t for my high school teacher’s sense of creativity in his classroom, I would not have had the inspiration and motivation that got me here today. The article also stated: “teaching others to become more creative is a step that many teachers do not take”. Many teachers are very “by the book”, and prefer to teach the way that they were taught in the past.
In music classes specifically, teachers tend to focus on recreating musical pieces identically to the original. “Ensemble directors focus on teaching students to be the same”. There is nothing wrong with doing this, but when this is all that teachers focus on, they are not representing or encouraging creativity. “Approaching teaching with creativity in mind, however, forces us to think how students are different from one another”. I completely agree with this statement, and I think that teaching music with creativity is a lot easier that it may seem. There are so many ways to do so, and are all fun!
The fact that this is one of many articles that our music education class has read involving important teaching skills, I have a lot of hope that future teachers will be able to teach in a creative way, and encourage creativity in their students. My favourite point in the article was this: “solve the problem using student-generated solutions”. This is something that my favourite teacher has told me many times. The fact that every class is different is proof that teaching “by the book” is not ideal. It is important to get to know your students, and listen to their opinions. Teachers should be aware of their students’ thoughts on what is going on in the classroom, in order to ensure that they are taking as much as they can get out of the class.
This article emphasizes the importance of one of my strong beliefs when it comes to teaching. As I have mentioned before, I come from a high school where I was privileged enough to have many opportunities to experience creativity in the classroom. Although, many of the classes that I have been in throughout my life have lacked creativity greatly. Therefore, I love the fact that this article stresses the importance of creativity.
One of my favourite lines from the article was this: “the creative teacher can inspire, motivate, and develop students that can function at various levels of engagement in the multiple roles that musicians have”. I completely agree with this statement, because if it weren’t for my high school teacher’s sense of creativity in his classroom, I would not have had the inspiration and motivation that got me here today. The article also stated: “teaching others to become more creative is a step that many teachers do not take”. Many teachers are very “by the book”, and prefer to teach the way that they were taught in the past.
In music classes specifically, teachers tend to focus on recreating musical pieces identically to the original. “Ensemble directors focus on teaching students to be the same”. There is nothing wrong with doing this, but when this is all that teachers focus on, they are not representing or encouraging creativity. “Approaching teaching with creativity in mind, however, forces us to think how students are different from one another”. I completely agree with this statement, and I think that teaching music with creativity is a lot easier that it may seem. There are so many ways to do so, and are all fun!
The fact that this is one of many articles that our music education class has read involving important teaching skills, I have a lot of hope that future teachers will be able to teach in a creative way, and encourage creativity in their students. My favourite point in the article was this: “solve the problem using student-generated solutions”. This is something that my favourite teacher has told me many times. The fact that every class is different is proof that teaching “by the book” is not ideal. It is important to get to know your students, and listen to their opinions. Teachers should be aware of their students’ thoughts on what is going on in the classroom, in order to ensure that they are taking as much as they can get out of the class.