Eisner, E. (1998). The Kinds of Schools We Need. (pp 21-31).

Portsmouth, NH:
Heinemann
Chapter two of Eisners book focuses more on cognition and forms of
representation in education. He uses the term celebrate thinking. He
mentions that teachers usually have to be serious and education itself
is seen as a race. People who work in education fail to see the value of
imagination. Thinking and knowledge is seen as both linguistic and
abstract processes and he wants to emphasize that the concept of
thinking, mind, and intelligence does not have to be restricted to
language.
Eisner introduces several facts that I have never thought of before I
read this chapter. He states that brains are born and minds are
made. The curriculum may be seen as a mind-shaping device and
teachers have the privilege to shape the minds of students. This is very
true because a teacher may have either a very good or bad effect on a
students learning and even self-esteem. A teacher can make a
difference in students lives and help them reach their full potential
and be the best they can be.
Another attractive point is that there is separation of learning and
working with the mind and body. I agree with Eisner that the mind and
body are one. He uses the perfect example of imagination. Imagination
works with the quality of experiences. Experiences are mostly sensebased. We have to first experience life with seeing, tasting, feeling,
smelling and hearing things before we can put them in our heads to
remember and imagine. As a voice-major music student, his point of
combining the mind and body is very useful and helpful. Life is music
and music is life. If I dont experience things with my senses, how will I
be able to connect with the text of a song and perform it with
emotions? Imagination is built on experiences.
Eisner also touches the fact that the curricula is limited to forms of
thinking and learning. For example, he mentions that following rules
and memorizing formulas dont match lifes problems that most people
have to face in life outside of school. Unlike the solutions of math and
science, lifes problems have more than one solution, and they require
compromise. What I find frustrating is the irony of our education: the
arts have more to offer in terms of real life situations, yet they are the
most neglected in our schools.
Music is a form of art and it teaches a person self- discipline because it
involves making minor sacrifices for practice times; music actually
works most parts of the brain because it consists of singing in different
languages, there is math in music theory and in the rhythm of songs.
As a student now, I can have the opportunities to bring out the value of

the arts in public and help shape the future for both students and
teachers.

Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts

Education Policy Review, 111(2), 48-50. doi:10.1080/10632910903455785
David J. Brinkman focuses on two very important characteristic of music
education: teaching creatively, and teaching students to be more creative. He
mentions that a good teacher should combine the art in music as well as the art
in teaching itself and creativity is what holds these two together. A teacher can
have a strong impact on a students life, either positively or negatively. It depends
on the teaching method, if the teacher actually cares for the student, and the
relationship between the teacher and student.
A creative teacher is what keeps the student engaged and focused. Brinkman
mentions Amabiles three-part model and connects it to music education:
expertise, motivation and creative thinking skills. First there must be a set of
skills in order for a teacher to grow healthily (musicality, classroom management,
people skills, etc.). Second, a teacher should always be motivated to help the
student be creative. And the third is to generate a lot of ideas to come up with
teaching in new ways to the student. This model is very helpful for those who
want to pursue pedagogy in music because music is a form of art. It calls for
creative thinking and teaching. Music also calls for individuality because students
need to connect and experience music for themselves. In order to express that in
their own way, creativity is key.
Reading this article, I can tell that Brinkman is a creative and unique teacher. He
brings out what many teachers have forgot to do: being creative. I can connect
this article with Chapter 2 of Eisners book The Kinds of Schools We Need. Eisner
mentions that teachers have the privilege to shape the minds of students. I find
that creativity in teaching, can really build brilliant minds because it can help
students with expressing their experiences in music; it can also help with
individuality in students and these qualities are important for the future teachers.
Brinkman made reference to John Kratus article about music education at a
tipping point. Society is always changing and I believe that if teachers are always
stuck in the old fashioned methods, students will not be as engaged. If teachers
today encourage and push students to be creative, there will be great future
teachers who will pass along the baton of creativity to their students and it will go
on. This is what brings beauty in pedagogy. As a music education student, this
article is very uplifting. I would like to, one day, make a positive mark on my
students and help them be as creative they can be.