Conroy1

BrennanConroy
MarianRiedel
EDPB512SecondaryTeachingSpecialties
24March2015

TheEternalStruggle:FixingCompositionandTheoryintheBandRoom

Introduction
IwillopenlyadmitthatImanerd.Itsnotthesortofthingthatpeoplenormallyjust
comeoutandsay,butformeitsamatterofpride.Ibelongtovariousnerddoms,ifyouwill:
Videogames,computers,technology,andtheworldoftheHarryPotterbooksandfilms,toname
afew.Theonethatisthemostimportanttomehoweverismyloveofmusiconedoesntstudy
somethingforsixyearstogetadegreeinitifthereisntsomethingintheirheartdrivingthemto
doso.Iloveawellarrangedbigbandchart.IlistentoEricWhitacresVirtualChoironloopfor
dayswheneverhereleasesanewvideo.Ilovethesoundofawindorchestraintotalsyncwith
itself,whenitssoftsareinfinitesimal,itsloudsaregargantuan,anditsaccentsfeellikeapunch
intheface.Andboyohboy,doIlovemusictheory(IsaidIwasanerd)givemeaHolstscore,
oraBachfugue,orevenjustananalysistextbook,andIcanpouroveritforhours.
WhenIwasinhighschool,whenIjuststartedgettingintomusic,mybanddirector
insistedthateverybodyintheclassdoatheoryworkbookitwasntahugecommitment,andwe
spentnoinclasstimeonit,butitwasarequirement,soIjustassumedthatitwassomethingthat
bandclasseseverywheredid.AsIstartedstudyingmusicatapostsecondarylevel,Ifoundthat

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thiswasntthecaseinfact,eventhoughmusictheorywasmandatedinthecurriculum,veryfew
musicprogramswereengaginginitoutsideofwhatwasbeingpreparedfortheirconcertsor
festivals.
Takingastepback,however,Iunderstandwhymostprogramsdontpursuethetheory
sideeventhoughitstechnicallyrequired:Programsaretootiedupinpreparingfortheir
concertsandfestivals,thelatterofwhichusuallyinvolvesomekindoftraveltravelmeans
havingsomethingtoworktowards,anditmeanskeepingstudentsinbandseats.ButIdont
believethatthismeanswecantalsoengageourmusicstudentsinmusictheoryinafun,
engaging,andcreativeway,makingthemevenbettermusicians,withoutscaringthemaway
fromourprograms.
So,Istartedresearching,andIeventuallycameacrossthisquote:Ateacherwillfindno
betterwaytogetstudentsexcitedaboutmusicthantohavethemplaytheirownmusic
(Hickey).Thiswasalightbulbmomentforme:Iknewthatthekeytogettingtheoryintomusic
programswastohavethemexperienceitthroughtheirownmusicalwriting.HowIplannedon
accomplishingthisisaquestionforlater,butImgettingaheadofmyselffirst,somecontext.
Currently,ImapreserviceteacherstudyingatVancouverIslandUniversity.Asapartof
theEducationprogram,Iparticipateinapracticumthisyear,IvebeenplacedatJohnBarsby
CommunitySecondarySchool,locatedonBruceAvenuebetweenSixthandSeventhStreetsin
theheartoftheHarewoodcommunityofNanaimo,BritishColumbia.Barsbyboastsastudent
populationofabout800,upquiteabitfromlastyearhavingabsorbedasignificantportionofthe
populationofCedarSecondarySchoolwhenitclosed.TheHarewoodareahasareputationfor
beingalittleroughandtumble,toputitoneway,butthingsarechangingintheareawhatis

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traditionallyabluecollarareawithalowermedianincomehasstartedtoseethingspickupin
thelastdecadeorso.
AtBarsby,IvebeenplacedwithMr.RussDer,themusicdirectorof25years.Between
theabsorptionoftheCedarschoolandastrong,developingmusicprogramatoneofthelocal
feederschools,Mr.Dersprogramhasseenalargeinfluxofstudentsthisyear,especiallyatthe
grade8level.Abouttwothirdsofthesestudentshadnopriorexperienceontheirchosen
instrumentbeforetheystartedinSeptemberwithMr.Dersprogram.ThenumbersinhisSenior
Band(grades912)havealsoincreased,gaininganumberofmoreexperiencedplayers.
IcameintoMr.DersbandroomveryexcitedIhadheardnothingbutgreatthingsabout
hisprogramfrommysixthyearcolleagueswho,whilenotplacedwithhimdirectly,workedwith
himthroughtheirownpracticumteachersinvolvementininterschoolconcerts,trips,and
activities.Ialsoheardnicethingsabouthimfrommywife,whograduatedfromJohnBarsbyin
2009andwasinvolvedinhischoralprogramwhileitwasoperational.Iwasveryexcitedto
workwithhimandtoabsorbasmuchofhisquartercenturyofknowledgeandexperiencethatI
possiblycouldinmytimeinhisclassroom.
Ifoundverysoonthat,asIhadfoundinmypriorexperience,thatMr.Derdidnot
includeamusictheorycomponentinhismusicprogram.IwasntsurprisedIdontimaginethat
hewouldwanttodoanythingtoscareawaysuchalargegroupofgrade8studentswhowillbea
strongfoundationforhisprogramforwhatwilllikelybetheremainderofhiscareer.But,inmy
positionasstudentteacheractionresearcher,Iknewthatthiswouldbeanexcellentopportunity
totrysomethingsouttoseewhatsortoftheoryImightbeabletointegrateintoastrongband

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program.Andso,aftertheabovenotedinitialresearch,Iformulatedandposedthecentral
questionthatguidesthisresearchpaper:
Howmighttheinjectionofsomesemistructuredcompositionalactivitiesinbandclassfoster
themusicaldevelopmentofyoungmusiciansandencouragecreativeexpression?

Literature/TheoreticalFramework

Admittedly,notalotofacademicresearchhasbeendoneonthistopic.Mostofthis
projecthasbeenguidedbyHickeysTeachingensemblestocomposeandimprovisefromthe
MusicEducatorsJournal
,wherethemajortheme(aspreviouslystated)isthatthereisnobetter
waytoengagemusicstudentsintheartthantohavethemcomposeandplaytheirownmusic.
ItsbyhersuggestionthatIdevelopedmycompositionworksheetstoguidestudentsin
composingusingnotesandrhythmsthattheyalreadyknow:Forbeginningcomposers,itisbest
toprovideatemplate,thatis,manuscriptpaperthatcontainsatimesignature,keysignature,
measures,andrhythmicdurationsofnotestheywillbeusing.Hickeycontinues:Itisalso
importanttorequirethatstudentswritesomethingtheycanplay,hencetheabovekeystatement.
HickeysthemesarealsoreflectedinBrophyswork,alsofromthe
MEJ.
Hepointsoutin
BuildingMusicLiteracywithGuidedCompositionthat,pertheAmericanNationalStandards,
byfourthgrade,studentsshouldbeabletoreadwhole,half,dottedhalf,quarter,andeighth
notesandtheircorrespondingrestsin2/4,3/4,and4/4metersignatureswhilethecontextfor
myresearchisguidedbyBritishColumbianstandards,Icansayfromexperiencethatamajority
ofmySeniorBandstudents(again,grades912)strugglewithsightreadingateventhatbasic

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level.Brophyposesasolutiontothisproblem:Onewaytoapproachmusicnotationwithyour
studentsinacreativebutstructuredprocessiscalledguidedcomposition.,whichhedefinesas
composingmusicwithasmanyprescribedparametersastheyoungcomposerneedsthe
ultimategoalisguidingthecomposertowardthesuccessfulnotationofhisorhercomposition.
Now,becauseBrophysworkisfocusedattheK4level,Itookhisideasandadaptedthemto
whatIassumedwouldbeanappropriatelevelforthestudentsIwouldbeworkingwithIdidnt
changetheavailablerhythms,butIgavemorecreativefreedomwithemptyspaceonmy
worksheets(seeAppendixA).Brophyconcludes:Guidedcompositionisanexcellenttechnique
forbuildingconfidenceinyourstudentscreativeandnotationalskills.
TheoryandcompositionhavingaplaceintheBChighschoolmusiccurriculumcomes
directlyfromtheBCMusicIntegratedResourcePackages,citedonthereferencespage.

ActionBasedResearchOutline
Myprimarymentorthroughthisprojectwasmysponsorteacher,Mr.RussDer.This
projectexistswithintheenvironmentofhisclassroom,andregardlessofmyfeelingsabouthow
heapproachedtheproject,andhowitplayedout,Istillrecognizemystatusasguestinhisband
room,andIamappreciativeofhisguidance,experience,andknowledgethroughthisprocess.
MyoriginalplanforthisprojectwasforittobecompletedwithBarsbysGrade8
InstrumentalMusicclassitsalinearclassthatrunsallyear,andasaresultIhaveaprior
workingrelationshipwithallofthestudentsinthegroup.However,asaresultofanumberof
factors(whichIwillexploreindetaillater),theresearchIcompletedwasontheInstrumental
Music912class(SeniorBand).Thisisagroupofabout35studentswithawidearrayof

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playingabilityandexperienceatthestartofthispracticum,manyhadntplayedsincetheSenior
Bandclassmetattheendofthelastschoolyear,butsomestudentsalsoplayintheGrade812
JazzBandwhichrunsallyear.TherewasalsotheelementofthenewstudentsfromCedar
Secondary,whosepriorexperienceatthebeginningofthesemesterwereprettymuchunknown.
TheseclassestakeplaceinthebandroomatJohnBarsbyCommunitySecondarySchoolin
Nanaimo,BritishColumbia.
DatacollectionfortheprojecttookplacebetweenFebruary1013,2015.Varioustypes
ofdatawerecollectedthroughthecourseoftheproject,asrepresentedinTables1and2,below:
Artifacts

Free/Graphicnotation
compositions

Duotangoftheorybasedcomposition
worksheets

Observations Observationofstudenttimespentworkingoncompositionactivities
Interviews

Informalgroupconversations

Briefexitticket
questions

Projectcompletion
survey

Table1:TriangulationofDataSets,asoriginallyplanned.

Artifacts

Free/Graphicnotationcompositions

Observations Observationofstudenttimespent
workingoncompositionactivities

Observationofsmallpercussion
ensembleactivities.

Interviews

Briefexitticketquestions

Informalgroupconversations

Table2:TriangulationofDataSets,modifiedasrequiredbysponsorteacher(seepage10formoreonwhythedesign
ofmyprojectchanged).

Thisstudyisnotwithoutitslimitations.Itsdataandresultsarerestrictedtotheunique
contextofJohnBarsbyCommunitySecondarySchoolanditsmusicprogram.TheconclusionsI
drawfromthisdataormyresearchcantbeusedtomakebroad,sweepinggeneralizationsabout
musiceducation.Ionlyhopethat,throughmyactionresearch,Icanhopetogainsomeinsight
onmyownpracticeandgrowasaneducator.Furthermore,datacollectedandrepresentedas

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Interviewsarenotformalandhavenonamesattachedtothemtheethicalpaperworkrequired
inordertodosoarewellbeyondthescopeofthisprojectsacademiccontextatVancouver
IslandUniversity.Ialsorecognize,again,mystatusasguestinanotherpersonsclassroom,and
thatmyresearchwouldlookverydifferentinthecontextofmyownprogram.
Thecriticalquestionatthecentreofmyresearchprojectis,again:Howmightthe
injectionofsomesemistructuredcompositionalactivitiesinbandclassfosterthemusical
developmentofyoungmusiciansandencouragecreativeexpression?IchosethistopicbecauseI
feelstronglythattheoreticalcomponentsofmusic,whilerepresentedinthecurriculum
documents,areunderrepresentedincommonsecondarymusicprogramdelivery,andthatthe
worldoforiginalcompositionwouldbeagoodwaytoengagethoseelements.

ActionBasedResearchProjectProcess/Methodology

TheOriginalPlan
Inmyattemptattacklingthisproblem,IwentbacktotheearlierquotefromHickey:A
teacherwillfindnobetterwaytogetstudentsexcitedaboutmusicthantohavethemplaytheir
ownmusic.Icreatedaseriesofshortcompositionalactivities(seeAppendixA)inspiredby
bothBrophyandHickey,eachdesignedtobecompletedin510minutesatthebeginningof
class.Earlieractivitiesstartedoutfairlysimple,andoverthecourseofmypracticumincreased
inscopeseeFigures1and2,below:

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Figure1:Threeexamplesoftheesimplecompositionalfillintheblankstylequestions,designedforthefirstdayof
thisproject.

Figure2:AcoupleofexamplesfromDay2ofmyactivitiesthesecondexampleinthisfigureisthefirsttwobarsof
TwinkleTwinkleLittleStarinthisparticularexample,Ichallengethestudenttothinkoutsidetheboxandcontinue
thelineintheirown,originalway.

EverycompositionalquestionIposedwasfollowedbyabriefreflectivepromptanda
shortspaceinwhichtocompleteit.TheseresponsesweretoserveasadditionalInterviewdata.
Alltogether,Icreatedworksheetsforthreedaysofactivities,alongwithaonepagecompletion
surveytogaugetheclassfeelingsonhowmuchtheyenjoyedthem.Alloftheseresourceswere
tobecopied,collated,andsortedintoduotangstobedistributedandcollectedasartifacts.Note:
Fortherestofthispaper,theseresourceswillbereferredtocollectivelyastheduotangs.
Myideawiththeduotangswastoencouragestudentdevelopmentinthetwoareas
addressedbythecriticalquestionofthisproject:

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MusicalDevelopment:Frompersonalexperience,astrongfoundationintheoryresultsin
bettermusicianship.
CreativeExpression:Inherarticle,Hickeylikensthecurrentperformancefocusedband
programstoavisualartprogramwhereallyoucandoispaintbynumbers.Myideawas
tousetheseexercisestogetthecreativejuicesflowingwiththesestudents.

TheotherartifactsIplannedtocollectwere:
Exitticketquestions(Interview):Haveyouevercomposedyourownmusicbefore?What
areyourthoughts,feelings,andfearsaboutdoingso?Doyoueverjustsitdownandplay
yourinstrumentforfun?Whatdoyouliketoplay?
Compositionalactivities(Artifact):Compose:Thinkoutsideofthebox.Usetheblank
spacehereandontheothersidetowritedownsomemusicalideas.Dontworryabout
traditionalnotation,orusinganyparticularnotes,rhythms,orkeys.Youcouldwritein
squigglesifyouwantedtotheonlyrulesisthatyouneedtobeabletoplayitagainbased
onwhatyouwrote.
Exitticketquestion(Interviewattachedtoabovecompositionalactivity):Reflect:Do
youhaveanythoughtsonthisprocess?Didyoumaybefindthefreedomrestrictive?
Finally,doyouparticularlyenjoyanythingthatyouvewritten,here?Whydoyoulikeit?
Informalgroupconversations(Interview):AttheendofeachactivityIwouldfacilitatea
briefdiscussionontheprocesstheywentthrough.

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Projectcompletionsurvey(Interview):Thelastpageoftheduotangwastobeasurveyof
qualitativeandquantitativedataaboutthecompositionalprocess,theircreativegrowth,
andtheactivitiesweengagedinoverthecourseofmypracticum.

RevisionstothePlan
Thiswasalltheplan,atleast.Duetoschedulingconflicts,mysponsorteacherwas
unabletomeetwithmetodiscussthisprojectuntilthedaybeforepracticumbegan.Ideally,I
wouldhavehadanopportunitytomeetalittleearlierthanthattoconsultontheprojectandto
gainsomeofhisinsightonhowthedesignmightbeimprovedtobettersuithisstudents.
Furthermore,duetomystatusasaguestinhisclassroom,hehasthefinalsayoverwhat
activitiesIdowithhisclasses.Heinsistedonseveralchangestothedesignofmyproject,
detailedasfollows.
Mr.DerwasunwillingtoallowmetotakeasmuchtimeasIplannedawayfromthe
rehearsaloftheGrade8Bandatthetime,theywereabouttwoweeksawayfromgoingonan
outoftowntriptoplayatafestival.IwasdisappointedthatIwouldnotbeabletocompletethe
projectwiththeintendedgroup,asduetothelinearnatureoftheclassIhaveapriorrelationship
withthesestudents.Instead,IwastocompletethechosenactivitieswiththeSeniorBand,a
groupIhadnoexperiencewithdirectlyIveworkedwithahandfulofthesestudentsinthe
contextoftheJazzBand,butnotinthiscontext.MytheoryhereisthatifIwasworkingwitha
groupIhadastrongrelationshipwith,Iwouldbetterbeabletoconvincethestudentstotry
somethingnew.

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Mysponsorteacherwasalsoinherentlyopposedtotheconceptofwrittentheory
worksheetsaspartoftheduotang.Hesaidthat,basedonhisexperience,theprojectwouldbea
failureandthatIwouldneverbeabletoconvincehisstudentstodothesheets.IcitedHickeyin
sayingthatitwouldntbeatotalfailurebecauseIexplicitlyputintheinstructionstoonlyuse
notesandrhythmsthat[thestudents]knowandcanplay.Ievenexplainedtohimveryclearly
thatfailureisavalidoptionforthisproject,butherefusedtoentertaintheidea.Hesuggested,
instead,anactivitythathedcoordinatedinthepasttomoresuccess:Asmallpercussion
ensembleactivitywheresmallgroupsof5orsoimproviseonpercussioninstrumentsinfrontof
therestoftheclass.Whilenotopposedtotheactivityinprinciple,Iputforwardthatthelackof
formaltheoryisinherentlycounterproductivetomyproject,butheinsistedthatthiswouldbea
betterwaytogoaboutit.
WhatI
was
abletokeepfrommyoriginaldesignwasoneofthestandaloneexittickets
(Haveyouevercomposedyourownmusicbefore?)andtheshortlessonongraphicnotation
withthefreecompositiontime.Ihadtocuttheplannedexitsurveyattheendofpracticumdue
tothechangeincontextandactivities.
IwasfeelingprettydefeatedafterthatdiscussionIhadputalotoftimeintothedesign
andplanningofthoseactivities.However,becauseofmypositionasguestinhisclassroom,and
becauseofhisextensiveexperience,Ihadtobowtowhathebelievedtobebestforhis
classroomandstudents.IhadtosoldieronwithwhatIwasabletoworkwithandreworkmy
designonthefly.

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TheStoryofMyActionBasedResearchProject:TwoKeyThemes
ThisputmeinapositionwhereIhadtodosomeseriousreworkingandredesigningof
mytools,question,andprojectasawhole,butthatsnottosaythatIdidntgetanything
valuableoutofthetimeIspentatBarsbyoverthecourseofthetwoweekpracticum(minusthe
threedaysduringthesecondweekIwasoutsick).InthissectionIhopetosynthesizethedataI
collectedtoformsomeideasabouttheactivitieswedidcompleteinordertoinformmypractice
movingforward.

Theme1:TheBellCurveDistribution
BasedonthediscussionsIhadwithstudentsandthedatacollected,itseemsthattheclass
canbedividedintogroupsbasedonhowmuchtheyenjoyedtheactivitiesinfact,thenumbers
ofstudentsineachgroupcanbe(roughly)likenedtoyourstandardpopulationdistribution:

Figure3:My(veryscientific)bellcurve.AdaptedfromDanKernlers
NormalDistribution
,licensedunder
CC
BYSA4.0
.

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Onthefarrighthandsideofthis(veryscientific)bellcurvewehavestudentslikethis
one(Figure4,nextpage),whosepaperfortheGraphic/AlternativeNotationactivityIalmosthad
toripoutofhercold,deadhands:

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Figure4:Anexampleofaveryinvolvedgraphicalnotationcomposition,writtenbyastudentintheSeniorBand.

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Onthereflectionsideofherpaper,thisstudentwrote:
My thoughts on this process were I wish I wasgivenfarmoretimetodo
this because If I was given more, I wouldhavefinished a song.ButIliked
it because it helped to jot out ideas far quicker than notes, andreadingit
wasfareasier,too.Imgladtheresmorethanonesystem.
Ontheothersideofthe(veryscientific)bellcurvewasthisstudent,whoIanticipated
wouldenjoythisprojectshesaseniorstudentwhosbeeninMr.Dersprogramforfouranda
halfyears,andisalwaysveryenthusiasticabouteverythinginthebandroom.Iwontincludeher
composition,here,buthercommentswere:
I did not really enjoy this process because I dont like writing music or
being forced to come up with something. I am not comfortable with
makingupstuff.
Thislastcommentofherswasparticularlyinteresting,becausethisstudentfrequently
improvisessolosintheJazzBand.Ithoughtthatshewouldbealloverthisactivity,butshejust
didnttaketoit.IdontimaginethatMr.Derhasdoneanythingquitelikethiswithhisclasses,
soIthinkthatmaybeafteralmostfiveyearsofplayingmusicontraditionalnotation,shehas
gottenstuckinwhatsheknows.
Thentherearetheresponsesthatareimpossiblecategorize.InthethreeclassesIhadto
workwiththisguybeforewedidthisactivity,Ialreadyfiguredoutthathewasabitofa
goofball.Ishouldhaveseenthiscoming.Ifyoureparticularlysensitive,youmaywanttoskip
Figure5onthenextpage.

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Figure5:Anotherstudentsinterestingfreecomposition.

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IdontthinkIneedtotellyouwhatthatssupposedtobe,butwhenIaskedhimtoplay
it,hepulledhistrumpetmouthpieceoutofhishornandplayedsomethingthatsomewhat
matchedthearcofhiscomposition.Ifitswhathewantedtowrite,andhecouldjustifyit
musically,thenitfallswithinthescopeoftheactivity.Onthereflectionportionofthe
worksheet,hewrote:
Igottodrawaphallus.Missionaccomplished.
Itstoarguewiththat,IguessIllfilethisunderpositive.
Sowhatdoesthisdistributiontellme?Well,ifthisweremyclassroom,itwouldtellme
thatmorepreliminary,foundationalworkincompositionneedstobedonebeforepursuingsuch
activitiesfurthertheworkinscaffoldingsimplywasntdone.IfwelookatBloomsTaxonomy,
creatingisattheverytop,andthestudentsinMr.Dersprogramarereallyonlyaccessingthe
firsttwoorthreelevels.Ifmygoalistoreachasmanystudentsaspossible,andtogetthem
usingasmuchofBloomsaspossible,somesimplertasksbuildinguptoamorefreeactivity
suchasthismightbemoresuccessful:
IfoundtheprocesskindadifficultsinceImnotverygoodatcomingup
withthingsonthespot.
Idonotenjoywritingmusic.
ItwaskindofawkwardIdontfeellikeyoucanhavealargevarietyof
soundswithaflute.
Ididntreallyknowwhattodo.Icantthinkoutsideofthebox.
Unfortunately,Ididntcaptureinformationongradelevel(again,myoriginalplanwasto
dothiswithgrade8sonly),butbecausethisgrouprangesfromgrades912,thatmightplaya

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factorhere,aswelltheycouldbeseniorsgoingthewayoftheirpreviouslymentionedsenior
colleaguewhodidnttaketotheactivityaswellasIthoughtshewould,ortheycouldlackthe
experiencenecessarytocreatesomethingthattheydeemworthwhile.
Mybiasesandassumptionsareimportant,here:Asmentionedpreviously,Ilovemusic,
andmusictheory.IfIwasakidtakingabandclass,Idbealloveranactivitylikethis.Withthe
technologythatisavailabletoday,Idbecomposingandarrangingforthejazzandconcertbands
forfun,onmyowntime.Partofmypriorinterpretationscouldbemeassumingthatatleast
someofthesekidswanttoimproveasmusiciansandarentjustthereforeasycredits(Iknow
backwhenIwasinhighschool,therewereatleastfewpeopleinbandclassforthat).Inmy
heartIwanttobelievethatthesestudentswanttogetbetter,andImsuresomeofthemdo.
MaybethatssomethingIshouldhaveaskedaspartofanexitticket.

Theme2:Fear&Uncertainty
TheotherinterestingthemethatIfoundinmydatawasfearanduncertaintywhenit
comestocompositionduetoalackofexperienceandknowledge.TheexitticketactivitythatI
wasabletoconductwasphrasedasfollows:Haveyouevercomposedyourownmusicbefore?
Whatareyourthoughts,feelings,andfearsaboutdoingso?Thebiggestsegmentofresponses
fellunderthiscategory:
Nobecausefearitwontbegood.
IamscaredtowrightmusicBecauseIamnotshurehow[sic].
ImscaredifIcomposeasongitmightgetcriticized.
Ihavenevercomposedmyownmusic.Ifeelthatitwouldntbegood.

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Imightbeabletobutitmightbebadsorry.
IfeellikethisisaproductofHickeyspaintbynumbersanalogythesekidsaresoused
toplayingmusicthatwaswrittenforthemtoplaythattheyhavenounderstandingofwhatgoes
intothedevelopmentofthesepieces.Itsonethingtobeabletoplayapieceofmusicoffofa
pieceofpaper,andeventoaddsomepersonalityorexpressiontoit,buthowdoweasband
teachersinspireourstudentstogofurtherwiththispassion?Imnotsayingthatwellreach
everysinglekidandallofthemwillgoontostudymusicprivately,orinpostsecondary,butit
seemslikethesystemwereincurrentlyonlyaccessesthefirsttwoorthreelevelsofBlooms
Taxonomy:

Figure6:BloomsTaxonomy.Inmyexperience,thecurrentbandsystemonlyaccessesthebottomtwolevelsofthis,
possiblygettingintoapplying.
BloomsTaxonomy
bynist6dhonFlickr.Licensedundera
CCBYSA2.0Generic
license.

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CompositionoforiginalmusicdefinitelyfallsunderCreating,andIfeellikethe
majorityofthisgroupisnowhereclosetoaccessingthatlevel,whichisconcerningconsidering
thatthiscourseiscomprisedofstudentsasseniorasgrade12.Now,Ivearguedseveraltimes
thatmusiccoursesareverydifferentfromother,academicsubjectsineducationintermsof
planning,assessment,andotherelements,bututilizingallofthesegmentsofBloomsisnot
beyondtheworkthatwedointhebandroom.Andreally,whenyoutakeallofthetechnical
musicalpartsoutofthediscussionwerehaving,Ithinkthatswhatitcomesdownto:Band
teachersarentdoingwhatisnecessarytohelptheirstudentsreachhigherlevelsofBlooms,and
thatspartofourjobsaseducators.Maybethatcomesdowntoroutine,habit,or25yearsof
experience,butjustbecauseitsthewaywevedonesomethingforthelastquartercentury
doesntmeanitsthewaythatitneedstocontinue.

FurtherReflectionandContinuingQuestions
Itseemstome,fromaneducationalperspective,thatIvereachedthecruxoftheissue.
ThemostimportantpiecethatIwilltakeoutofthisresearchisthelackofdiversityamong
learningactivitiesinmusicrooms.Imnottoosurewhatthesolutionisonthisfrontabalance
needstobestruckbetweentheperformance/festivalpreparationandalternativelearning
activitiestogetkidsthinkingalittlemorecreatively,andoutsideofthebox.Maybethefocusof
musiceducationneedstoshiftfromthecurrentnormtoonemorelikeweseeinmoderngym
classes:Moreofafocusonfundamentalskills,breakingtechnicalelementsintotheirconstituent
parts,andchangesofthatnature.Forexample,modernphysicaleducatorsdontjustgivetheir
kidsbasketballsandtellthemtoplayandfigureitout,andtheydontusetraditionaldrills(in

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gymclass)topoundtheskillsintotheirstudentstheyuseskillbasedminigamesofsortsto
developfundamentalskillslikedribbling,defending,passing,etcetera.
Ivedefinitelybeenturnedontotheconceptofactionresearchtheideathateverypiece
ofassessmentinformationwecollectonourstudentscouldfeasiblybeconsidereddatafor
researchlendsitselfreallywelltotheinherentlypersonal,reflectiveprofessionthatisteaching.
IntheinterestofbeingthebesteducatorIcanbe,Icansafelysaythatthiswillnotbethelast
timeIdoaprojectlikethis.
Idliketosayherethat,giventhisexperience,Iwoulddotheactivities(theduotangs)as
originallyplanned,forthesakeofprovingapointabouttheimportanceoftheoryandcreative
thinking.Imaprettystubbornperson,soIdreallyliketosaythat.ButImnotgoingto.This
projectisaboutlearningaboutmyselfasaneducatorandinformingmypracticetobeabetter
educator.Istillfeelthattheory,composition,andthefourhighestlevelsofBloomsarecritical
missingpiecesinbandprogramstoday,andinthefutureImayintroducesomekindoftheory
workbooktomyclasses,butIdhavetofindaninterestingwaytodoso.Andinhindsight,I
havetoadmitthatMr.Derisright:Handingagroupofstudentsaduotangfulloftheorybased
compositionworksheetsmightgetthemactuallystudyingthecontent,andtheymayeven
improveasmusicians,butyoumightnotseetheminyourprogramnextyear,whichobviously
isntgoodforthelongtermhealthofyourprogram.ItseemsImleftwithmorequestionsthan
answersinmyresearch.Itseemslikegoodfodderforanotheractionbasedresearchproject:
Howdoweteachthewholemusiccurriculuminaperformancefocuseddiscipline?

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Conclusion
Imsorry.Iknowthatendingonaquestionisagreatwaytoleaveyou,thereader,
feelingunresolved.Butthissortofresearchisntaboutyou,thereader:Itsaboutme,and
informingmypracticetomakemeabettereducator.Fortunately,Ivegotalongcareeraheadof
metotryandbringsomeclaritytothiscliffhanger.Idontknowwhattheansweris,butIm
excitedtotryandfigureitout.
AnotheroneoftheexitticketresponsesfromoneoftheSeniorBandmemberswasIve
never[composedmusic]beforeanddontthinkI[ever]willbecauseImnotintoit,Ijustlike
playing.OK,thatsfine.IunderstandthatnoteverymusicstudentIeverteachwillfeel
compelledtodiveintotheworldofcomposition.Itsdefinitelyadauntingactivityforsomeone
whosneverdoneitbefore.Butifourjobaseducatorsistohaveourstudentsaccessingallofthe
levelsofBloomstaxonomyinoursubjectareas(andIarguethatitis),thenwehavebeen
failingourmusicstudents.Ibelievethatabalancecanbefoundbetweenrepertoiredevelopment
andgettingourmusicstudentsfullyengaged.Letsgoandfindit.

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References

BritishColumbia,Canada.MinistryofEducation.
Music8to10IntegratedResourcePackage
.
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AppendixA:TheOriginalDuotangWorksheets

Aspreviouslymentioned,theoriginaldesignofthisprojectsawmeproduceaseriesof
worksheetstobecompletedin510minutesatthebeginningofclass.Whatfollowsarethose
originalactivities(inthekeyofCuponapprovalIwasgoingtotransposethemintobassclef
andotherappropriatekeysforthegroup).

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