(Allsup & Baxter, 2004)
In Allsup they're three types of questions that it is narrowed down to when choosing to ask students to answer. These three can be narrowed down to open, guided, and closed. Open is a question where the topic can go almost anywhere, for example “What's your favorite type of music?” or “How much music do you listen too?”. The next one is guided where you are targeting a more specific area, for example “What happened at the end of the piece?” or “How many people want to take a solo?”. The last one closed is very forward for example “What is the name of that note in measure 3?” or “What are the types of accent that clarinets have in measure 20?”. The next section that is covered is shared between analytical, judicial, and creative question frameworks. Each of these challenges the student to think in a different realm of creativity. The first one Analytical would be “What is the bass line?” For the next one Judicial It challenges students to reflect on specific aspects within the activity. For example “How did you decide you wanted to shape your solo?”. For the last one Creative this one is very broad and can result into something specific or even more broad than you would think. An example of this would be “What parts did you like about the music?” For the last part I would like to talk about why it is important to ask questions in your experience. Questions and the variations of questions not only challenge the students to individually find a path to the answer they are looking for, but it also allows the students to have a more long term effect on the lesson plan. Maybe you ask a question that really stuck to a student, something that they couldn't figure out. That student might go home and find out on their own time with their own energy the answer to that question. That is just the beginning to a lifelong musical experience. That student then can find more questions or even more points on the topic of what was covered that interests them. They may even bring you back a question the next day to share with the class, at this point the learning process is feeding into itself and my purpose as a teacher is complete. If I were to just tell them how something is they aren't taking the time to understand the why and the how of what it is to be the way it is. This does not only not fully inform the student it encourages them to lead a life of following and doing what they are told without any context. Students need to have relevant knowledge and factual understanding to fully understand a topic within anything. Now our job as a teacher is to make sure the questions we are meaningful to their experience. I need to make sure that the question I am asking is not only valuable to the topic but valuable to life and many other topics. I need to have a plan that if that student answers that question that I don't just give them a pat on the back and a sticker, I bring them a bigger fish. This being because students are hungry for knowledge and sometimes they don't even know it until they are poking around on their phones sitting on the couch at home.
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