Beruflich Dokumente
Kultur Dokumente
I have thoroughly enjoyed the wide range of topics and projects I have worked on
this semester. Reviewing my work has reminded me of how much material we have
covered as a class, and how much I have grown as a future educator. I have appreciated
the collaborative nature of this course and the hands-on approach, because both of these
aspects are directly related to our future careers in working with people to create music.
childhood was filled with trials, and while I acknowledge I am not unique to family
drama, or to enduring situations children should never experience, these difficulties made
music immensely more important to me. It provided me with a support system and an
Music gives back to you what you invest into it. I needed music, and over time it has
Music Education is has always been very personal to me, and student centered
because of my past. The work I have done this semester has not changed my
philosophies, but it has strengthened them by provided me with dozens of new tools to
use. Everything I got out of music came from the traditional concert band set up, but
acknowledging that this structure is not for everyone, questioning why the rigid model
exists, and realizing that I can use a different approach, will make my program more
opportunities to create. Too many music educators focus on teaching their students to
read music well, and direct them to execute their musical decisions without explaining
why, or allowing students the opportunity to make their own musical decisions. They
focus on how they can make the concert sound as good as possible in the limited amount
of time they have. Whether the teachers want superior rating to valid themselves, for the
benefit of making the school look good, or because they assume all students care about
executing their best product, this is a teacher centered approach that makes the students
While I am young and filled with energy and excitement for trying new things, I
have to acknowledge that I will probably meet resistance somewhere while I attempt to
carry out my good intentions. Whether this resistance is from administration, or students
themselves because they have grown accustom to showing up and playing sheet music, I
need to strategize on how to deal with this resistance. I need to advocate for my
developing model of music education, and create a long-term plan that patiently reaches
my goal. Change takes time, and adhering to normalitys while ever so slightly making
adjustments will mask my change, and hopefully make it less threatening, and hit with
less resistance.
James Madison University offers many music application courses and opinions
on how to teach music, so it is easy to get districted by curriculum ideas and forget that
our job is to work with people. I am glad we took the time to sidestepped away from
music for an assignment and research theorists, and study learning and developmental
theories. Knowing that age impacts what people care about modifies some of my ideas. I
can reach more students in a more effective way now that I have an understanding for
what people are going through developmentally at certain ages. If I am working with 3 to
5 year olds I need to provide opportunities for them to take initiative to build their
confidence. If I am working with 5 to 12 year olds I need to be aware that they highly
value approval from their peers, so I need to avoid public playing tests because they
would cause an unnecessary amount of stress. I remain interested in putting the students
human needs first, but now I have a greater awareness of what different age groups care
about so I can modify how I approach my musical goals, and in some cases modify my
musical goals to better fit the needs of my students and what they prioritize.
aware of how rigid our current accepted musical practices are. I think it is okay for music
educators to support the traditional model, but I think it is important that they first
acknowledge it is a choice. Too many people blindly accept the traditional model
because it is all they know, and they have never questioned why it exists, or whether or
not they value the system and want to keep it. I was one of these people, and am thankful
Allsup, and the presenters in the talk Whats Going on in this Classroom? opened my
challenged. If I work at a middle or high school, I want to offer general music. While I
was excited to learn flute when band was initially offered, there are qualities and
freedoms that are unique to general music that I miss. Who decided students must restrict
themselves to one instrument if they want to continue taking music after elementary
school? It is very apparent that more than just band/orchestra/chorus kids enjoy music.
People are constantly playing music in their cars, or on their phones. I understand that a
music appreciation high school class modeled after an elementary general music class
does not prepare students for a specific career, but most of the classes high school
students take simply give them knowledge and skills to make them better members of
society. A high school music appreciation class can fit that goal.
One of my most important takeaways from this class is to ask more questions.
Why are things the way they are, and do I agree with them? Music classrooms might
come with podiums, and chairs, and stands, but it is my choice to use them. Most
importantly, I now know it is my choice to use them. Choosing whether or not to use
these tools gives me more variables to play with as I work to reach my goals for what I
obtaining new skills while strengthening developed ones. Doing so will keep me
focused on the big picture, and keep me motivated to create with my students.
I am committed to putting my students needs ahead of my curriculum
agenda: Students are human first. Their basic needs must be met before they can
focus on quarter notes. I need to constantly adapt to meet them where they are
experiences. I need to know what motivates and triggers each student, who has an
IEP, who prioritizes sports (or any other interest) over music, and be mindful that
students are going through stressors that will affect their ability to focus in my
classroom. I do not get to pick which aspects of the student I want to work with.
I need to recognize who they are, and respect what they are interested in gaining
from my class.
I am committed to helping everyone learn music: In teaching students with
disabilities I will provide them with the least restricting environment, and adapt
music and instruments to meet their needs. Music is for everyone regardless of
ability, age, or background. No matter who they are or where they come from,
thing is a persons health. Music offers unique opportunities to cope with stress
more important to me that people get something out of music, than for them to
play all of the right notes. If students are feeling music I have succeeded.
I am committed to teaching my students that failure is a dynamic of growth:
step outside your comfort zone. Growth happens when we push ourselves, and
one of my responsibilities is to show students how far their abilities stretch, and
how much they can accomplish. However, as I push this boundary not every
get bored and lose interest. The goal is to create a safe environment where
students are comfortable exploring their limits. I will do this by breaking the
always more.
I am committed to doing everything with my students: I will never ask my
students to do something I have not done myself. When we try new things, we
will try them together. I will present an example, and support them in finding
we would not say they are creating. Why do people consider music to be any
encourage them to have their own opinions, and create side projects whether that
There are basic musical concepts and goals that need to be met, but you can
memories and skills that will help them excel in life. Through working with
others, and pushing their ranges of abilities, I hope they will continue to motivate
themselves and seek comfort in music for the rest of their lives.