Observation 5, Placement 1

My cooperating teacher mostly evaluates her choir by asking questions throughout class. If the students are correct she knows that they do not need additional instruction on the topic; If the students are incorrect she knows to spend additional time on the topic. She does conduct formal assessments as well. She gives students some written tests to evaluate vocabulary and rhythm skills. Periodically, she also conducts one-on-one tests to make sure students know their repertoire. But because this is a beginning middle school ensemble, most of the grade comes from participation rather than technical accuracy. 50% of the grade comes from concert attendance, 25% from participation in daily class activities, and 25% from formal evaluations.

Reading Response 3

The first article addresses the musical skills of every student according to age. Infants should have musical toys and begin their musical skill through imitating sounds. Pre-K children learn through fun activities, and although they cannot yet verbalize many of their experiences, this exposure to music is vital. From K-4 grade, students learn by doing. They begin to read and notate, respond to questions, and perform and create music. By 5-8 grade students begin making more musical connections and judgments. They need to be exposed to a variety of genres because this is a critical time that will determine their musical preferences from this point forward. From 9-12 grade, music helps determine their quality of life. Music is a form of expression and they can perform with increased technical accuracy. As an educator, it is vital to know this information to teach students according to their needs and ability.

The second article talks about anthropology, which is the study of humans. This study can come from analyzing the past, genetics, and comparing humans to other similar species. Anthropology has 4 subfields which are archaeology, biology, cultural and linguistic. Archaeology involves analyzing the objects people made in the past to gain insight on the workings of their daily lives. Biological anthropology is done by seeking to understand biology, such as how humans have adapted from other animals, as well as the sicknesses that inflict individuals. Cultural anthropology involves human interactions and how people fit into their unique society. Linguistic anthropology is the way humans communicate with each other. As anthropologists analyze these different areas they can find patterns to gain new insights as to what we do and why we do it. Educators do not use all these forms of anthropology, but they can observe other instructors to gain insights in to how to teach more effectively.

The third article discusses observing like an anthropologist. To observe in this way one must ignore their previous understanding of what they are observing, and look with new eyes, even if the object or event is very familiar. One should take in as much information as possible, by recording the event using technology or pen and paper. One should challenge their beliefs and look for new ideas and insights in the places which are least expected. One should use reason to draw conclusions as to why things happen the way they do. But, of all these tips, it is most important to look at the object or event from a new perspective to gain new insights which were previously hidden. This is very important as an educator-in-training. It is vital to let go of old ideas and be open to new ideas so that we can become more effective educators.

Placement 1, Observation 4

This classroom had few issues with classroom management, and any issues that were present were addressed in an appropriate manner. For example, before class started, three students brought an issue to the attention of their teacher. She sent them to the back of the room to talk with one another amongst themselves, where they would not be a distraction to the rest of the class. I liked that the issue was dealt with privately so none of the students were embarrassed, and that it did not distract from the rest of the class. The cooperating teacher began class like normal while the girls quietly discussed their issue, who then joined the rest of the class when they were ready.

When I asked my cooperating teacher about her management philosophy, she told me that she is pretty loose so that students can have ownership over their actions. She allows the boys to sit next to each other so they are more comfortable, since there are so few in the 6^th grade choir. She also goes from activity to activity at a very fast pace so that the students will remain engaged, and thus be better behaved.

My cooperating teacher is very patient. She allows students to make random comments as long as this does not get the class too off-track. This allows them to have fun while accomplishing their daily objectives.  When students brought up an issue in front of the entire class, she would respond “That’s okay,” and then would provide a quick solution. She made sure that all her students felt validated so that small issues would not become larger issues. Overall, her approach is to prevent management issues so that small issues do not turn into larger issues. In this way, students spend class learning rather than having to be disciplined.

Assignment 2

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Placement 1, Observation 3

The class I observed was held in a large room which was also used as an art classroom. Starting on the left wall, there were posters from the art class on the left half of the wall. These posters were not distracting because the risers were not faced towards them. On the right half of the wall, there were choir posters with choir vocabulary terms such as “harmony,” “rounds,” “voicing,” “diction,” “tempo,” “soprano,” “alto,” “forte,” and “audition.” Next to these, was a projector where the instructor often displayed sight-singing exercises. In the corner of the left and front walls, was the instructor’s desk.

On the front wall was a white board. On this board, the instructor displayed things such as the daily objectives, announcements, and a picture of Bach (which was fitting because the students were rehearsing a piece by Bach). The instructor determines the daily objective by making smaller goals of what needs to be accomplished so that the students can gradually progress towards festival and each concert. The instructor always begins with vocal warm-ups and sight-singing, then they work a little on each piece of repertoire. The instructor always begins with the most difficult piece to leave adequate time to work on it, and ends with the most up-beat piece to keep student attention.

Along the side of the board were solfege words for reference in solfege exercises, although the students were so fluent in their solfege they no longer needed this reference. The sight-singing process was also listed as a reference to students. Above the board were posters of the musical terms “form,” “tone color,” “dynamics,” “rhythm,” “harmony,” and “melody.” The instructor pointed out these musical terms throughout each class as they were used. The risers were in the middle of the room facing the white board and musical terms.

On the right wall, were shelves for the choir binders and some large mats. The mats were the only item in the classroom that got in the way. They were tucked to the side of the room so they were largely out of sight, but they were also large enough that they could not be completely ignored. The students placed their belonging in the back of the room during class, which was a wise choice because it kept these items out of the way.

Reading Response 2

Linda K. Burton’s article, “Considering Beliefs in Learning to Teach Music,” brings up some excellent questions regarding the beliefs of college students aspiring to become music educators. Burton described a belief as being “held as truth by the one holding the belief and does not require external or validation of truth” (31). She addresses why beliefs matter and how these beliefs can be changed.

The first question to ask ourselves is: Why does it matter what beliefs students hold? According to Burton, we “filter virtually everything we experience through our belief systems” (31). Therefore, inflexible belief systems can be dangerous because students may block out important and useful information when it disagrees with their beliefs. I definitely believe this to be true, because I have found myself ignoring valuable advice when it conflicts with my beliefs. However, when I do this I am being close-minded and block myself from valuable learning opportunities. A close-minded teaching approach is dangerous because inflexibility stops progression. Flexibility is a valuable teaching tool because every student and class is different and there are always more efficient ways to teach. An effective teacher continually refines his or her teaching; An ineffective teacher teaches the same way every day.

If beliefs are so important, how can they be changed? Most students hold “implicit” beliefs, meaning that they are unaware of these beliefs (32); They are just naturally present and students don’t even realize it. Only “explicit” beliefs can be changed, meaning that an opinion has been voiced and evaluated (32). For students to progress, they must reflect on their beliefs so that they can become aware of what their beliefs are. Once that opinion has been voiced, the students can refine those beliefs through new experiences. I belief that it is unethical to force anyone to change their belief system, but it is ethical to encourage this process and let students choose to become more open-minded.

This article is a great resource for music educators of any age. It is great for music educators in training to open their minds and be receptive to a variety of teaching philosophies and strategies. This is the case for myself. The article helped me be aware of my beliefs and encouraged me reflect on my current beliefs and to have an open mind so that I can be a better educator in the future. It is also great for seasoned educators to be open to new strategies and philosophies of a new age. Effective educators are not complacent; Effective educators continually refine their teaching to become better each day.

Thompson, Linda K. “Considering Beliefs in Learning to Teach Music.” Music Educators Journal 93.3 (2007): 30-35.