As a music teacher, I understand the importance of delivering a well-rounded musical curriculum to all students. With this well rounded curriculum comes the need to design and implement lessons that cater to the diverse needs of each child versus one learning style. A holistic approach which harnesses the intellectual and emotional facets of each child must be utilized to maximize learning. For all of this to occur, students must gain trust from teachers. The teacher has to communicate a passion for their trait and for each child.
Music encompasses every sense of the mind and heart. Positive instruction enables children to perform to their highest potential. Since music is so personal, as it is something created (unlike being able to produce the answer to a math problem), children must not be held back. When a child senses any form of negativity, resistance to showing creativity and musical expression occur. Eventually, the student will shy away from creating music and may never again choose to partake. My teaching style is one that harnesses the strengths of every child and one which allows for a weakness to become a teachable moment, not a regret on the student’s part.
Within this caring environment, I utilize a holistic approach to instruction. This allows for emotion to become part of musical understanding, comprehension and composition. I ask students to think beyond their normal skill levels and analyze music at a deeper level. Half of the appreciation of music comes from the abilities to be able to interpret it and make it one’s own; a composer writes music for our enjoyment. Teachers who allow students to make their own judgments about music in turn help them make their own story whilst listening or composing. A good teacher invites creativity and does not push past original thinking.
Encouraging a child’s creativity comes from the teacher’s fearless ability to cross the curriculum to teach; music teachers have the advantage of being able to fit any subject within their criteria. Every lesson I have ever taught involves cross-curricula planning. Math, science, history, English, foreign languages and art are just touching the surface of how I a manage this. I also like to address cultural studies. Various holidays, traditions and cultures are the best way to teach about music across the globe. Teaching in this style reaches all of the multiple intelligences within one classroom; this is also a way to encourage students of special needs and English language learners. When a teacher crosses the curriculum to bring something new and exciting to the music classroom, it is important to collaborate with other teachers. Having an open relationship with other faculty is important for students to see, as well. If they know faculty communicates openly, they feel more comfortable. A well established system of communication with faculty also brings more resources forward. Faculty peers are sometimes the greatest source of information a teacher can have within a school.
Each day, a successful music teacher must set learning goals. This can be managed by displaying them in a prominent place in the classroom. A focus question is also a good way to connect lessons to goals, as well. This ensures instructional time is maximized and there is a purpose set to what is being sung, played or explained. These goals and learning objectives and content objectives also specify how class time will be delegated thus maintaining focus and fluency. Without goals, students cannot be so sure as to what they are trying to accomplish or retain for a particular day.
To tie all of this instruction in music together, students must have an opportunity to perform. I have worked on many performances in my teaching career. I directed middle school choir in quarterly performances and a Spring Arts Festival; my children also had to sing for the State Superintendant of Education. At the high school level, my students sang for special events, concerts and many competitions. My elementary students performed in a county-wide competition held at my university. Allowing so many outlets of performance encouraged excitement in music and built steel nerves. All of these performances once again break down to collaboration. The teacher must work with the school to reserve facilities, maintain working relations with the custodial staff and keep parents informed (parents are sometimes the backbone of a good music program if communication is clear). Finally, organizational skills are necessary to make all of this possible.
A caring, respectable, talented teacher can ensure all of the above is possible. Music teachers are becoming few and far between. It is important to preserve such a delicate subject in schools with only the most compassionate educators. Teachers willing to get their hands and feet dirty and work with the kids are sure to create a successful music education curriculum and classroom environment.
Earlier today, I went to Garfield Park Conservatory, again, with one of my friends. We also went to the Cultural Center. He had never been to either of these places. We then went to visit my friend Chuck at JP Morgan in the Chase Tower which was nice. I had a great workout and I cleaned most of the apartment. Tomorrow, Bridget will begin moving some stuff in. I am really excited she is coming in. I think it will be a good thing. Today, I did read a little bit on the elliptical, but it was something I could hold in my hand (Game Change is pretty big); I read Butcher’s Storm Front. It is from a series of books that are about a wizard who lives and works in Chicago with the CPD.
Tomorrow, I will post pics from Garfield Park on there. They turned out really nicely. It was such a beautiful day. I am so excited I have off from work, as well. Oh...and I will get to see Avenue Q next Wednesday night!!! I am very excited.
Night. :)
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