Abril, C. R., & Gault, B. M. (2016). Untangling general music education: Concepts, aims, and practice. In C. R. Abril & B. M. Gault (Eds.), Teaching General Music: Approaches, Issues, and Viewpoints (pp. 5-22). New York: Oxford University Press.
While reading through Abril and Gault’s “Teaching General Music” I have some points I would like to reflect on. In this book they discuss points that are described as amorphous and problematic. One of the first points brought up this book talks about having lessons within the classroom that are lacking the principles of undergird practice. There is a quote by Kohn that states that “it is a good idea to challenge ourselves . . . about anything we've come to take for granted; the more habitual,the more valuable this line ofinquiry” (1993,p.14). Something else that caught my eye later in the reading was rooted in the curriculum section of the reading. They talk about the shift of the general music curriculum over time. When reading this section they talk about how the development of a curriculum slowly developed to change and add new ideas and interests that the students have wanted and needed. Covering things like playing new instruments and singing... etc. I found this interesting because looking at today's general music classroom I find things centered around older traditions some seeming very outdated and not applicable to what students need today. When I have my own classroom I will ensure to bring qualities from every time period of music that best helps the student grow. Not because of tradition but because of influences and interests amongst the students. As I think about the learning process within the schools is that at some point in the learning process the students need to understand what they are doing and how it affects their specific growth. This being because they will need these skills so that they can activate these abilities outside of the classroom. On the flip side, we as educators need to be thinking about the steps that we take in educating through a lesson have real meaning and tangible purpose within the context of what they need to achieve their goals. For two questions I would like to ask my peers in my classes. How can we as teachers ensure that students are always getting what they need out of the classroom when it comes to general music? As well as how can I take information and feedback and better increase the experience every year with so many moving targets of interest within the classroom?
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Brandon RhinehartHere I will be posting reflective essays and philosophical documents and other assignments Archives
December 2019
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