Field Work Reflection 13

At times I wonder if I am making a difference. Are the students learning anything? Am I being an effective educator? Is this all worth it? With it being the end of the semester I found myself asking these questions at the community center. Thankfully, I got a glimpse of hope and a positive answer to this question.

For the last few field experiences I have been working with the same student on the ukulele. The first time I worked with her, she only wanted to improvise her own songs. The second time I worked with her, she was much better at following directions and even though chord changes were still difficult for her, she was getting better at forming each individual chord. Yesterday, as I worked with her I was noticing further improvement forming chords, strumming on the macro beat, executing a strum/mute pattern, and increased confidence playing the ukulele on her own.

I know that I am not the perfect educator and I have lots of room for improvement. However, I can take satisfaction in knowing that I am helping at least one student improve. I am helping that student to coordinate movement, navigate her instrument, and feel the pulse of the music. It is these small glimpses of success that keep me going even when I feel discourage or wonder if I am making a difference.

Written Response 12

The Atwell chapter challenged my beliefs about teaching and especially about middle school classrooms. If you asked me to describe my ideal teaching experience I would probably give details of a well-behaved class where students are silent, follow my directions the first time, and I am the authority of the classroom. I think that many other teachers share in my worry for classroom management, order, and productivity.

However, these views are much more focused on the teacher than the student. I may feel a need for order, but Atwell points out that students need movement, social experiences, and exploration. And who can blame them? If you were to ask me about my most enjoyable experience as a student, I would not cite a lecture where the teacher talked the entire time and I silently took notes. Even as an adult, my most enjoyable learning experiences have occured when I had opportunities to collaborate with my classmates and when I had a say in what I was doing and learning.

Atwell’s solution is to hold workshops in class where students can access resources such as books and technology, collaborate with peers, move around the classroom, and ask questions. The teacher does not stand at the front of the classroom but moves around, answering questions and guiding students in their work and research. Atwell is an English teacher, but no matter the class it is important to “help kids find meaningful ways to channel their energies and social needs instead of trying to legislate against them.” We cannot set students up for failure by creating a stifling environment and then become angry when they are not focusing and learning.

Perhaps, in a music classroom this would look like increased student input. Maybe the students have some say over the repertoire that is rehearsed. Maybe a student who understands the material well can lead the class in warm-ups or run a sectional. Perhaps students can share videos of music they like or even teach their peers how to sing or play that piece on an instrument. But to no matter the application it is important for educators to have a student centered-classroom rather than a teacher-centered classroom.

Field Work Reflection 12

I had the opportunity to teach drumming this week. I taught the students a chant with hand motions, then once they were familiar with the chant I had them drum while speaking the text of the chant. Using hand motions helped the students to learn the chant quickly because it reminded them of the words. The rhythm was also accurate because it lined up with the text they were chanting.

My partners taught some rhythm patterns for a play-along activity. The students were most successful with the first pattern but some were attaining success with the other two patterns. They were likely the most successful with the first pattern because they chanted the rhythm syllables while they played. Thus, the students had the most success if they were speaking and playing at the same time. Somehow, using speech helped the students to internalize the rhythm so they could play with more accuracy.

As I introduce rhythmic ideas in my future teaching, I think it would be the most beneficial to start by teaching a chant. Then, as the students become more familiar with rhythm I will have them say rhythmic solfege to help them to internalize the rhythm. Other methods of teaching rhythm may eventually be effective, but taking advantage of the connection between speech and movement seems to be a more efficient method of teaching rhythm.

Written Response 11

As a music educator it can be tempting to stay in familiar territory and teach the familiar (band, choir, and orchestra). However, alternative classes, such as ukulele ensembles, have the potential to reach new audiences and promote valuable skills and learning as discussed in the Thibeault and Evoy reading. The particular class that was mentioned in the article created their own ukuleles, played pop music, composed their own music, and performed in informal settings.

The ukulele proved to be a valuable learning vehicle. Firstly, traditional ensembles tend to have a very competitive atmosphere and the students found it refreshing to make music in a more relaxed atmosphere. Students did not feel the pressure to perform perfectly and prove themselves but rather felt free to make mistakes, attempt new experiences, and be themselves. Students also enjoyed picking their own repertoire so they were invested in the learning process and were more excited to share their learning experiences with others.

This ukulele class also challenged traditional ideas about teaching. Many educators have the idea that learning is passed on from teacher to student but in this class the students had many opportunities to teach each other. Secondly, this class was more concerned with participation than presentation. Rather than having a formal performance in a concert hall with a still audience, the group invited audience participation such as singing.

Lastly, the class encouraged lifelong learning by teaching students to use digital resources such as YouTube and chord charts to learn new songs on their own. It gave students the tools to turn music-making into a lifelong process rather than a one-time experience. Thus, if we as educators are willing to open up our minds to new teaching experiences and methods, we can help students to become self-sufficient and to learn not only while they are in our classrooms but for the rest of their lives. It is so amazing to think that our influence and the influence of music can last not only a semester but an entire lifetime.

Written Response 10

The Turino chapter 3 reading opened my eyes to the various ways music is produced, manipulated, and consumed. Music can be performed live where the musicians and audience members feed off of the energy of each other. Music can be recorded in studios where each instrument is miked and manipulated so that the balance between the instruments is carefully controlled. Music can also be electronically generated, sometimes resembling familiar instruments and at other times creating something completely new and unique.

Each of these methods of music making have their own strengths and weaknesses. Live performances are subject to human error and the acoustics of the venue but many also view life performances as the most authentic. Recordings, on the other hand, allow for a larger audience as well as repeated listenings. It can also eliminate some human error while also giving some of the appearance and sounds of a live recording. However, it can be very difficult as an artist to create an energized and musical performance while being recorded in a private booth to capture a recording that can be easily manipulated. Electronically generated music allows each composer to have ultimate autonomy and prevents human error however it can sound unfamiliar and shocking to many ears and audiences.

Music is created and received in a variety of ways. Many are still hesitant about electronic music and value live recordings as the most genuine. However, technology is allowing music to be shared and expressed in a variety of ways. Each method has its own pros, cons, and merit. It will be interesting to see how technology and music continue to develop in the future as well as the evolution of attitudes towards technology’s role in music.

Field Work Reflection 9

This week at the Westside Community Center I had the chance to work one-on-one with a student on the ukulele. This was her first time playing the ukulele so we mainly worked on one-chord songs with A minor, C, C7, and F chords. She had some trouble focusing but she became very excited each time I introduced a new song. Thus I tried to keep a quick pace to keep her attention.

This particular student was also very creative. Multiple times she told me that she wanted to share a song that she had written. She then proceeded to play her ukulele while singing lyrics she had made up on the spot. After working for about 15 minutes I noticed that her compositions changed a bit. She used the melody and chords of a song I had just taught her and made up a new lyrics. For example, she might sing the melody of “Three Blind Mice” but sing lyrics about getting ready for school in the morning.

Throughout this whole process I tried to keep her on task but also allow her some chances to improvise her own songs. I alternated between teaching her a new tune and allowing her to share her own. I tried to allow her some freedom to encourage the creative process but I also tried to give her some new skills to help her play with good technique and new chords. This experience taught me that it is very important to acknowledge and encourage the creativity of students. At times this may result in an altered lesson plan because each student is unique, with different learning styles and interests. It is vital to provide a framework and tools but let the students have some choice so they can be excited and invested in their learning.

Written Response 9

Technology is an amazing resource that can be used to further music education. YouTube is one of the many technological tools that can be used within the classroom. With such a large variety of videos there are many ways that this resource can be used. Firstly, YouTube videos can be used to reinforce the concepts learned in class. Sometimes students struggle to know how to practice at home but if they can use a YouTube video as a supplement, this can help them efficiently and effectively practice outside of class.

Secondly, music educators can give their students access to videos that reinforce technique or instrument care. This can be especially useful in helping students to become self-sufficient. Even years from now when they are not in your classroom they can access videos to change guitar strings, clean their instrument, and so forth. Thirdly, YouTube videos can help students build critical thinking and listening skills. Students can listen to multiple performance recordings of a piece of repertoire they are working on, then critique these performances and apply what they have learned to their own music-making.

I have only touched the surface in the number of ways that YouTube can be used to enhance music education. As time goes on more YouTube videos become available and students become more adept at navigating technology. If educators can incorporate technology into their teaching then they can open their students to an even wider world of learning and possibilities.

Field Work Reflection 8

One of the greatest challenges we are facing at the community center is that students are not regularly there from week to week. Parents often pick their children up from the community center as we are doing our music class, which means that the students who are there and the size of the class varies from week to week. One of the ways that we have addressed this challenge is through a balance of unity and variety.

For the last few weeks the drumming activities have consistently focused on audiation, call and response, “This is Me patterns”, and the distinction between duple and triple. Following the drumming, the students have had one-on-one time with the interns on the ukuleles focusing on mainly C and A minor one-chord songs. These routine aspects have helped to reinforce rhythm and tonal skills even when they cannot be there every week.

Yet, there is still some variety from week to week to keep the students engaged. The interns teach new chants and pop song play-along activities each week which still reinforce pattern work and rhythmic skills but bring new repertoire and experiences to keep the attention of the students. The individual ukulele time also allows for variety because each student can go at their own pace regardless of whether they have been there every week or have come inconsistently.

The balance between review and novelty allows for these students to review basic skills but also to be challenged, based on their attendance and ability. This is already important because the class meets only once a week, but especially vital because of inconsistent attendance.

Written Response 8

“Being an iPadist” by Clint Randles, explores the place of technology with in the music classroom. His own use of the iPad as a musical instrument was met by criticism from many of his colleagues. They argued that because the iPad does not have established traditions and repertoire that it is not a valid means of music making. Yet, many parents and students are deterred from the traditional means of music making in classes such as band and orchestra because instrument rentals are expensive or because the music they play may seem outdated and irrelevant. Many music educators advocate that music is for all yet they fail to make music accessible and relevant to their students.

In some areas however, the schools provide iPads for every students. Randles sees this as the perfect opportunity to expand music education in schools. If every student has access to an iPad then every student also has access to musical apps and can be part of an iPad ensemble. Parents would not have to supply their children with an expensive instrument because their instrument has already been provided by the school.

Not every school district is fortunate enough to have an iPad for every student, however the idea of using the technology available is an important one. Randles himself “recognized the iPad would not be ‘the big thing’ forever. New technologies will be invented and will create a musical performance and creativity possibilities not yet been imagined.” Music educators should ask themselves what tools and technology they have available to make music accessible for their students. The answer may be different for each school, but if educators are willing to think outside the box then we can bring music to the world in a way that has never been done before.

Written Response 7

Technology is amazing and should be used in schools to its full potential, right? Perhaps this is easier said than done. The Collins and Halverson Chapter 3 reading discusses the skeptic’s approach to technology. It’s points out that while technology has many benefits it also has many practical challenges when incorporated into the educational system.

So what are some of the barriers that prevent technology from being used in schools? One big issue is cost. Providing a computer lab that the entire school shares is much more affordable than providing a personal device for each student. However, if the entire school shares the computer lab they are not able to spend much time with technology. To really incorporate technology into the daily classroom there have to be enough materials for each individual student, and this can become costly. Technology also requires more education on the part of the instructors, and it can become expensive and difficult to ensure that the instructors have proper training necessary to use new technology effectively.

Secondly, technology can be at odds with the teaching methods that are common practice in today’s schools. For instance, technology lends itself to personalized pacing and learning. However, today’s schools are based on standards, often resulting in the same instruction for every student in the classroom. All students are expected to meet a common benchmark rather than receiving personalized instruction and evaluation based on their unique needs. Furthermore, administrators expect students to be still, quiet, and well behaved and the teacher is considered to be the authority with all knowledge. Technology can challenge both of these believes because it can make it more difficult to monitor behavior and because it helps students to realize that answers to questions can come from a variety of sources, not just their teacher.

I have mentioned only a few of the challenges that are encountered in integrating technology into the classroom. The use of technology, whether computers or any other device which furthers learning, challenges old methods of teaching and opens up a new world of possibilities. This can be a very exciting but it can also be challenging to change the ideas and procedures that have become such a big part of education. Thus, it is more common for individual teachers and schools to incorporate technology as their resources and training allow them than to change the entire educational system in the United States.