Allsup, R. E. (2016). Remixing the classroom: toward an open philosophy of music education. Bloomington and Indianapolis: Indiana University Press.
The first part I plan to talk about is the eight points and how to relate them to an ensemble I would like to teach as an educator. I want my students to play music that would be meaningful to them, so in the process of listening to music I would like to survey my students and see what music most interests them. I want my students to be curious I want them to have the opportunity to explore so even though we would have our band music and it would be selected and we would work on it through out the year, I would like to then incorporate weekly listenings. This way I can give the students an opportunity to hear more then just the music we play everyday in ensembles. At the end of the process I would like my students to be able to tell that they can do things they could once not do as musicians, even if its something as little as not flubbing that scale as much by the time of the concert, because that is improvement and that is measured progress and it is important. SO on my first day as a teacher in my ideal job, I have to think about how I am going to get my students excited about what to play and give them some interest so the might actually want to become invested and band and work towards becoming a better musician. So to do that I would like to start the first day by just doing some listening of the students favorite music and talking about how it makes them excited and what emotions are conveyed through their music. I feel like this would be an appropriate first approach because what better way to interest students in your music class then to talk about music that they already like and feel passionate about, then I can start working toward band literature and relate it to music they already know they like. Just like the first question we could do some of the listening I wanted to do for classes on music on the top 100 board. Then the students will hopefully come back with lots of ideas about how the music makes them think, and they can have a conversation with their class and discuss their musical thought. How Allsup has helped shape me as an educator thus far in my process of reading, I have realized a lot about the process of inclusion and the importance of a safe atmosphere, to help my students learn and prosper from each other and from themselves. I have also learned a lot about the process of my students not having the same drive for music as I do, I will do anything to help them find music as a important part of their life but if it isn't to them, than thats okay. What really matters to me is that they are developing off of the lessons and process that we cover in classes, and I am helping develop better teamwork skills, critical thinking abilities and other important abilities. In the section "We can make music together?", I have found that experimenting before giving assignments is an important step of a learning process. If students do not have time to do what they want to do with this new thing that is being introduced to them, then they aren't going to want to go and make some weird video with it, or play scales with it, or watch videos on it that would be no fun. Which is why I think when you introduce something new to your students you should give them time to adventure with it and test the limits of their device. After the process of exploring, I think it is important to have some kind of discussion on it, not a planned discussion ether, more a free flown one that allows the students to talk about whatever topic they would like to cover on what they had just experienced. Then by the time the students come back for future classes we could start working on getting together something like a performance on whatever they are covering and learning how to use, that way they could have some professional examples on how to use said device but before all this the students have had the opportunity to do what they want in the classroom.
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Ways I have seen efficiency prioritized in my k-12 experience, were mostly during band camp. When we would have our long days in the sun where we were not aloud to talk and where we got time to eat and get back to work right away basically, and started at 7 am and ended at 8 pm. I feel like my college experience is the same with marching band during band camp, It is nice being efficient and running smooth but sometimes It ruins my music experiences, so I couldn't imagine what it would do for my students. When I work in different subjects like Jazz Combo, I feel like we just role with our own pace and we work with no schedule, it makes things fun because I don't know what to expect next, but sometimes people don't know their part and what they are doing. My views on affordances Is that it is efficient to use your traditional tracks of how to process and learn things in the classroom, but sometime its important to try new things because thats how we learn what works with our students best. For constraints, sometime we need to limit our students and give them a limited amount of information to challenge them and make them put the pieces together themselves. Prioritizing can be a dangerous thing to handle because if you do this to much your students will think that one thing is more important then the other, when something might just need more work then the other.
For our next section, we discuss a profession vision VS a music educator. I feel like my relationship to my college education in music is far diffrent then my k-12 music ed experience, I learned a lot more intensely and my professors would let me sink if I didn't understand the information, in high school my teachers would do anything to make sure that I would make it through. I also felt like my connection to my professor are more personal when I really have them develop. Which in k-12 you were not aloud to be friends with your teachers outside of your classes, I believe its actually illegal. `Allsup, R. E. (2016). Remixing the classroom: toward an open philosophy of music education. Bloomington and Indianapolis: Indiana University Press. He talks about on page 70 the "a living union of thought and the instruments of expression", their is basically 4 parts and it seems like he describes the setup like it is an equal balance in the school system, because they have equal values to our education. I think this is important to keep in mind because when we graduate from our experiences from school, we probably won't remember what we covered in our algebra class or played in our music class for assessment my freshman year. What we will still have though years after graduating, is our problem solving skills, our teamwork ability and our fast comprehensive skills, both mutually developed in classes such as music and mathematics. |
Brandon RhinehartHere I will be posting reflective essays and philosophical documents and other assignments Archives
December 2019
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