STANDARD 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
The goal of the educator is to instill the willingness to learn in the students. When students are willing to learn, they learn much more than they would otherwise as well as enjoy the learning process. The process of education is two ways. The teacher should not be feeding the information to the students. The teacher should engage the students, and challenge them. Through such engagements, the students will develop critical thinking, creativity, collaboration. In a musical setting, the instructor connects various musical concepts and creates an environment that engages students through listening across the ensemble to other parts.
​Too often the preferred method of teaching, for many educators, is lecturing. While lecturing does relay all of the knowledge to the students, it is not quite effective in engaging the students. I, myself, lecture a few times while I teach. There is a time and a place for lecturing, but it is not necessarily best to lecture in music education. Music education is interactive. The process of education is two ways. The students and the teacher work together to create music. I believe that I am on the road to create interactive lessons that engage and challenge my students. Currently I am adept at this in my lesson, but there is always room for improvement. I still need to improve my ability to connect the various concepts together that I use throughout my lessons.
During my time at Ball State, many of my courses and occupations created many opportunities for me to implement a variety of engaging and collaborative learning tactics for my students. . After my time at Ball State, I will continue to seek out these opportunities to broaden my understanding by attending professional development workshops, observing other educators, and learning from my own students.
MUSE 353: Secondary Methods
With adolescents, a great way to apply what they have learned is to get them performing and especially creating. Performing allows students to gain experience working with the concept they have been taught, but it also provides the teacher a way to informally assess students without putting them in a high-stress testing situation. Getting students to create is the ultimate application of knowledge and will take a lot of practice for students to master because creation results from experience. Creation can stem from contra factum/parody, students can create their own 12-bar blues progression, accompaniment, and lyrics, movements, rhythm, form etc. However, in order for creation to be successful, a safe, psychological environment must be incorporated. Students must be willing to take risks. Having students create in groups is a good way to help take some of the stress off.
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MUSE 355: String Methods
Once I understand the concepts associated with string teaching, I must find approach means of reaching out and educating my students about these concepts. For a string orchestra, this can occur in a myriad of ways. I can directly tell my students the concept and definition, model it for them, ask questions, ask them to point out in repertoire or create their own examples, or find a problem and come up with their own solution and we can compare that solution to the traditional technique. All these methods and more are great ways of engaging the students in the learning process and applying what they no to the repertoire and exercises.
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MUSE 350: Practicum
UDL Lesson Plan
This lesson plan outlines a multitude of ways of engaging, teaching, presenting, and implementing a concept.
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MUSE 375: Band Methods
Reaching out and educating my students about these concepts can occur in a myriad of forms in a band rehearsal. I can directly tell my students the concept and definition, model it for them, ask questions, ask them to point out in repertoire or create their own examples, or find a problem and come up with their own solution and we can compare that solution to the traditional technique. Another approach to teaching in a band rehearsal is with a comprehensive musicianship approach by bringing in connections from other subject areas. All these methods and more are great ways of engaging the students in the learning process and applying what they no to the repertoire and exercises.
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