Repositioning “The Elements’: How Students Talk about Music
Rose, L. S., & Countryman, J. (2013). Repositioning ‘the elements’: How students talk about music. Action, Criticism, and Theory for Music Education 12(3): 45–64.
I had found this article to be very puzzling because I do not know whether to agree with what it is saying or to disagree with it. Through out the article the authors had made some very good points about how when a teacher creates a space where students can be open and honest about what they were listening they feel more comfortable sharing what they want to say especially when it come to music and what they had heard. Then there are though points that refer to how the elements of music are being taught in a rigid format just to conform to a naturally holistic, non- language content area one that mimics pedagogies from “academic” course, is a point that I do not fully agree with because to me I interpret it as they are speaking about all music teachers. There are many teacher out they’re that feel that this type of teaching is still a proper way to teach new music students about the elements of music.
What I had found surprising would be the fact that only 5.7% of grade 12 enroll in music especially since listening to music is supposedly their favorite activity. The reason for this is because music is one of the greatest ways of expression. Music can express any type of mood, any type of emotion that some one is feeling and turn it into a way of communication between people. Example of this is when I exhibit different emotions my family will know what mood I am in depending on how I play or what I am listening to. So, I do not understand why grade 12’s don’t want to take music.
What frustrates me is that this article as I interpret it is say that all teachers teach the elements o music in a rigid format just to conform to a naturally holistic, non- language content area one that mimics pedagogies from “academic” course. From all my experiences of different music teachers I know not all teachers will teach music in this type of format. I know personally a lot of teachers who will give their students a choice in what they are playing for that semester. Or teachers that will ask their students what did you hear and express it any way that you could possible say. This is what frustrates me is that I personally interpret that this article is saying that all teachers are following this way of teaching when I know that not all teachers do.
There is really nothing that I can think that I would want to say to the authors of this article because overall it was a very well written article, even though I personally did not agree with all the points that they had made.
Fumbling Towards Vulnerability: Moving Out of the Familiar for Music Education’s Sake
Dawe, L. (2016). Fumbling Towards Vulnerability: Moving Out of the Familiar for Music Education’s Sake,Canadian Music Educator, (57)2, pp.22-24
This article was an interesting read because we could get an inside look at what it is like for someone to grow up with the traditional pedagogy approach to teaching music. Try out the way they had been taught and then realize that it is not working they way they had wanted. As well we get a inside look at what it is like taking the traditional pedagogy and transforming it into more. By being able to see all of these inside looks and how they had made Lesley Dawe feel, I truly believe it gives us the next generation of music educators one of the many tools that we are going to need. Like Lesley Dawe had said “…there [must] be a balance, and that perhaps it is time that we take a risk, and look at moving towards a vulnerable place or music educations sake.” (Dawe 24) Music education is becoming very different from the way it was originally taught and by being the next generation of music educators its are responsibility to take it all the way.
Honestly, in this article there was nothing that had surprised me. Nothing about how she was taught music in middle and high school. Nothing about what she went through in university because though feelings of vulnerability are feelings that I have personally felt when I am playing music. Again, there really was nothing that had frustrated me from this article. All of it makes sense to a person who also plays music or someone who does not.
What I would like to say to the author is plain and simple. The way that you are teaching your students music, someday will be the way that I teach mine. I believe that this way of teaching, finding the balance between the traditional pedagogy way and infusing it with creative aspects to allow music student to develop their creative skills should be the way of the future. This teaching method allow new and older teacher to find the balance that is need between the traditional pedagogy and the creative aspects of music. So, I thank you and hope one day that the way I teach my students has the balance that yours has achieved.
The Invisible Student: Understanding Social Identity Construction within Performing Ensembles
Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within performing ensembles. Music Educators Journal, 34-38.
I had found this article to be very interesting, as well as very insightful because I can relate to the ‘invisible student’ on a deeper level. The ‘invisible student’ that I am referring to would be my twin brother. He is the type of person to has large difficulties introducing himself, starting new friendships, in general being a social person. Overtime he has been able to develop strategies to help learn to make friends, to learn the social cues that are needed to survive in the current society that we live in. It has been very hard for him but with the help from his peers and his family, he has become the brother that I know and love today.
What surprised me about this article is how much of the ‘invisible student’ situation relies upon both the peers around them as well as their teachers. I did not expect that teacher’s influences has as large of an affect on the ‘invisible student’ then I had originally thought. From my own experience with my twin brother, I know there have been many teachers in his student life that have caused him a lot of pain both socially as well academically but there were also many teachers that had really helped him through his troubles as a ‘invisible student’.
I guess what frustrates me about this article would be that it does not tell us whether the teachers have more of an affect or if the peers around the ‘individual student’ do. The article tells us all about how to help the student with the teachers help but nothing about if there is stuff the peers around can do. Personally, I would have to say that the peers around the ‘invisible student’ have more of an affect on their situation then the teachers ever do. I know when my brother was on the younger side, he was bullied and picked on so much that people did not want to be around him. Due to this, he was unable to make the friends in his earlier years before all the school cliques were made. Eventually he could but because of the peers around it had made his situation much worse then it should of have.
There are no questions that I would like to ask this author.
Think Everything’s “Normal?” Then It’s Time to Reconsider and Promote A New Narrative Of Disability
Series, D. Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability. Retrieved from http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/ I have personally found this article to be very interesting because it does not just focus on one aspect of the society that we live in, but the article focuses on almost every aspect that makes up the society that we live, in both the perspective of someone with a disability and some who is considered ‘normal’. While reading the article, it was very interesting to learn about the perspective of some who is ‘disabled’ as well as to learn about the perspectives of people who are ‘normal’ in the society of the 21st century. What is interesting is how people who are ‘disabled’ are viewed. I really believe that the idea of a ‘disabled’ person should not be something that people fear. Through out the article, it was mentioned several times that movies and television shows have illustrated people with a disability to be the villain or someone that should be feared. To me this is something that never should of happen.
What surprised me about this article was how much of it deals with so many different aspects of the society that we are living in. I love how the article explains our society and what normality is. As well I was surprised about how the article got broken down into different subjects within a subject. This layout of writing really surprised me but I really did enjoy it. The idea the author used about subdivision I believe has been a big help with the understanding of the authors message within the article.
What frustrates me so much about this article is how much it repeats itself repeatedly. There are many great points within the article about how people with a disability get treated and then explained upon how they should be treated. I understand that referencing something or yourself from the beginning article can make a point stronger than it already is but I believe that it has been way to over done through out the article. Basically, you can’t go to a new idea without a reference from somewhere else within the article. It just drives me mad. To me it basically says here is a new point but make sure you remember this point as well. Which I really do not think an article needs.
I do not think there are really any question that I would like to ask the author.
Toward Convergence: Adapting Music Education to Contemporary Society and Participatory Culture
Tobias, E. S. (2013). Toward Convergence Adapting Music Education to Contemporary Society and Participatory Culture. Music Educators Journal, 99(4), 29-36.
For this article, ‘Toward Convergence: Adapting Music Education to Contemporary Society and Participatory Culture’ by Evan S. Tobias, I have found it to be very interesting. Especially, since our Intro into Music Educations class had very recently partook in this way of teaching music to students. During this class, we were taught about Musical Feature and how it had come to be. As well, we were told to get into groups and pick and instrument that we are not familiar with (guitar, drums, bass, etc.) and told to pick a song and perform that song at the end of the class. Hard part was we had to do this by ear. In the end, all the groups did a great job but more importantly it had taught us that there is more than one way of teaching music to students from all different levels and backgrounds. This class and this article that we have just read are teaching about closely related ways of teaching, which is what I have found the most interesting about the entire article in general.
Something that I had found frustrating about this article is that even though it is talking about this new way to incorporate media, etc. into school education systems, Mr. Tobias does not seem to talk all that much about the dangers and precautions that should be taken before trying to implement a program such as this. I know near the end of the article he does mention copy right laws but he does not mention the possible dangers behind the websites that are being used. What should be remembered is that as the student are participating in this new program they are using the internet as well as social media to ‘promote’ their creations. This is what I find very frustrating about this article, the fact that there is nothing about the dangers of using the internet (social media) within the article itself.
To be honest, within the article there was really nothing that had overly surprising to read about. The way that the author had done the layout of his article was well done. It was great to have the scenarios within the article as a point of reference of what he was trying to get across.
Overall the article was really a great and enjoyable read. I only have one question for the author and that would be, do you think if we teach out students in this fashion more, would they continue in music in high school and post secondary more then they are now? Why or Why not?
Another Perspective: The iPad Is a REAL Musical Instrument
Williams, D. A. (2014). Another Perspective The iPad Is a REAL Musical Instrument. Music Educators Journal, 101(1), 93-98. This article, ‘Another Perspective: The iPad Is a REAL Musical Instrument’ I had found to be interesting because, the article is talking about making music educator see that an iPad can be a musical instrument. This concept that people can take iPad's and create ensembles with them kind of both baffles me but as well as impresses me. What I mean is that when some says I am using an iPad, I think they are either playing some game on it or doing some work. I do not think that creating music is something that can be done on an iPad but that is how it impresses me as well, just the fact that they can make music that is pleasing to listen to on an iPad. Another interesting aspect of this article is the section where Williams compares an oboe to an iPad in terms of how, where and technique of making music on them. I find this particular section is what really had convinced me into thinking that yes, an iPad could and should be considered to be a musical instrument that schools should have accesses to.
What frustrates me about this article would be the entire second haft. I understand that the author was trying to give us some insight to what type of ensembles could come out of and ipadist group, but I feel that he is bragging and over using the fact that he is part of this new type of group. Over and over he keeps on telling us about how his group performs and what they perform and where they perform. Honestly, I just find it to be a bit much after a while.
What had really surprised me about this article was how they create their own music. I really love the idea of getting everyone’s opinion when creating something. To me this is way that music should be done, in an environment where everyone has a say in what they are performing and well as how they wish to perform it. I know in my high school we had a system that would allow us to have some choices in what we were going to perform and I know that by having this choice in our music, it allowed me to fell more connected with the music which in turn for me created a better performance.
No, I do not have any questions for this article. Overall, this article was very interesting to read.
The Power of Limits and the Pleasure of Games: An Easy and Fun Piano Duo Improvisation
Thibeault, M. D. (2012). The power of limits and the pleasure of games: An easy and fun piano duo improvisation. General Music Today, 1048371311435523.
As an overall statement, I really did not find this article about a improvisation game using the piano to be all that interesting. As I was reading the article the only thing that I had found remotely interesting was the idea of learning through games. I believe the pedagogical approach of learning through play is a good way of teaching any student for that matter. I know from personal experience when I am being taught through a lecture format I do not learn as much as I do when I am being allowed to move and interact with what I am trying to learn. For example, when I was being taught VESPR Theory in grade 12, I better understood the material because I was given a molecular model kit which had aloud me to see what we were talking about. As well the molecular model kit aloud me to play with what I was doing.
What frustrates me about this article is the entire thing really. I understand that this article is trying to explain to us about a game that can help kids learn how to improvise and be more self confident in themselves but the way that the article is written, there is something about it that just does not make sense. Even now I can’t really put my finger on what bothers me about this article. It could be the way the author had phrased thing or it could be what the author had said but I am still not overly sure what bothers me.
What surprised me about this article would be how the author does not explain what to do if the music student has minimal or no music experience on a piano. From my own personal experience, it is very hard to learn piano when you have absolutely no experience on it especially when you must learn the instrument on your own. I know what it is like, it is extremely hard. So the idea that the author does not mention what would they do if they had this kind of student really does baffle me.
I have no question for the author of this article.
Teaching Creatively and Teaching for Creativity
Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Education Policy Review, 111(2), 48-50. doi:10.1080/10632910903455785
This article was very interesting to read because it Is speaking about an issue that is really starting to show itself in middle – high school teaching and thus students are not getting as good of an education as they possibly could be. I know from personal experience that when I have a teacher who embraces this idea of teaching creativity along side the curriculum, I am getting a much better education then when I have a teacher that only teaches what they must teach. I know that being that creative teacher is harder and takes much more time out of someone one but, is it not the duty of a teacher to give their student the best education that they can. During the article, it speaks to us about how we as music educators are already incorporating the idea of teaching creativity into the curriculum which I believe to be all good ideas but is they’re anyway that we could come up with other ideas that would work just as well as the ideas that we already have?
What frustrates me about this article is that near the end of the article it mentions ways of trying to get older teachers to incorporate creativity into their teaching, but from my own experience I know there are teachers out their that just do not care anymore about their student and are just waiting for their pension. So, I guess what I am trying to say is how do we get thoughts kinds of teachers to trying out the idea of teaching creativity or is that something that we can just not possibly do.
What had surprised me about this article was the fact that is had covered both teaching in a more general sense as well as music education. I find when I am reading these kinds of articles they manly will focus on music education and not explore going into more home room type teaching. I had found that by the article going into both kinds I could get a better picture of what the author is trying to tell me. That teaching creativity is something that can be accomplished.
I do have a question for this author, has your own experience in school lead you to believe that everyone can adapt their teaching styles or do you think that there are some people out they’re that won’t or can’t?