Thursday, May 20, 2010
Into a neat little bow
I believe I have now have everything uploaded that needs to be. I have posted my concert attendance program and concert ticket. I also posted my concert critique. However, I wanted to give credit where crdit was due. Throughout the whole critique I failed to mention Martha Shaw as the conductor of the choirs which I saw in my concert attendance. She has been a force to be reckoned with. She is a wonderful conductor and I have heard of her throughout my years in musis education. The last picture I posted was from my video self assessment. I had tried to upload this earlier in the month and the computer was apparently made at me.
Concert Attendance Observation Critique
Concert Attendance Observation and Critique
Descriptive:
Date and Time: May 16, 2010, 3:00p.m.
Location: Spivey Hall
Performers: Spivey Hall Children’s Choir & Spivey Hall Tour Choir
There were 114 children in the Children’s Choir and 51 in the Tour choir. The kids who performed in the Tour choir also sang with the Children’s Choir. The Tour choir is the elite choir that performs at other venues and has higher performing students. All of the performers were in middle or high school from 17 Atlanta counties. The choir used full four step chorus risers situated along the middle of the stage. In front of the risers there was a grand piano and in front of that was a conducting podium. The full choir came out and performed three songs. The choir then exited the stage: the children’s choir members who were not in the tour choir sat in the audience.
Analytic:
1. O, Praise God in His Holiness, C. Armstrong Gibbs
This song followed a simple ABA form. This piece was rather short in performance. It was a sacred genre, two part harmony, high melody, and mostly unison.
Let Beauty Awake, Ralph Vaughn Williams
This song was also rather short. This song also used simple melodies and harmonies. This song was very light in texture and was of course in English.
Selections from Misa Pequena, Francisco J. Nunez
This song was very different than the first two. The song had a lot of call and response. As the song went on, it intensified in volume and strength. This song had three part harmony, high soprano parts. The conductor chose to have no applause in between movements, thus almost combining them with a small pause. I did notice in the program that they used several different soloists depending on the day of the performance. There were intermittent soprano solos mixed throughout this piece. This song was very lamenting and was sung in Latin.
Cantate Domino, Ruth Watson Henderson
This piece used a trumpet soloist. Again sacred text, ABA form, the exposition was louder and much faster. The conductor had a small group of sopranos stand in front of the risers in front of the rest of the choir. The piece had several interludes where there were soprano solos almost in rounds.
Gate Gate, Brian Tate
This piece had multiple meter. There seemed to be a two part harmony. In the middle of the piece there was a distinct key change. The use of clapping as part of the song was also incorporated.
Over the Rainbow, Harold Arlan
This song sounded almost exactly as written. Mr. Arlan apparently changed something to the piece. The only thing that I heard that was changed was that he slapped a big sax solo in the middle of the song. This particular solo was very out of character for the song and I didn’t understand where the saxophone came into play. The tempo was very medium, nice mix of voices and timbres. Again, simple harmony and meter.
2. The performance style of this group is vastly different than the performance style of the groups I teach. The main difference of course is that this group is comprised of middle and high school kids and mine is comprised of elementary kids. Another major difference is that this was a choir and my kids are in band. I know that people say there should not be a difference, that musicians are musicians…but there is a difference. There is a reason why I chose to concentrate on band and not middle/high school choir. I thought all of the pieces sounded great, but I couldn’t imagine myself teaching that genre of music. This was a very well rehearsed and very put together group. They were professionally behaved and performed to very high standards. In the schools that I teach, I am lucky to even get a rehearsal on the day of a performance, much less time to really put together a nice performance.
3.
Design: The design of this concert was very well thought out. The students had been designed and taught where they would go and when. The conductor had an escort on and off the stage as a professional would. The design of the clothing even marked what group the child was in. The design of the stage suggested a very professional environment, with a grand piano and full conductor’s podium.
Story: The story of each song was evident in the way the group was set up. For the full choir, the group used all four risers. For the tour choir only the group was set up more intimately. This suggested that the conductor wanted you to get more from the music. The more intimate setting proved to the listener that this was more highly developed performers/music. This was evident in the story of each song, the intensity of the music, and the way the performers arranged themselves on the stage.
Symphony: The groups displayed symphony techniques of Pink simply through the music they chose. There was definite symphony to the pieces and how they interrelated to one another. Most of them were sacred texts, or texts that seemed to have a sacred feeling. Throughout the concert, the listener could tell that there was a theme of lament and reflection from each song.
Empathy: One of the things that impressed me was how the conductor showed empathy to the listeners. The audience members rarely get the respect they deserve. The conductor made it a point to acknowledge the applause of the audience before continuing. She also gave a gracious pause to the choir members on stage so that they could receive their just applause as well.
Play: Even though there were many serious songs included on the program, the choir looked like they were having the time of their lives. They smiled as they performed and seemed to take real pride and joy in their performance. There were several songs that were more relaxed and seemed very playful, but also in keeping with the theme of the concert.
Meaning: Besides the obvious of having meaning within the sacred texts that were used for this concert, the performers and conductor gave meaning to music in general. They obviously have put a lot of work into their concert. There have been multiple rehearsals and plenty of time and effort that has gone into making this event what it was. There have been parents, etc involved in the making of this concert. This in itself gives meaning to the concert. The fact that so many parents, teachers, and staff have been involved in this one music endeavor means a lot for music and its future.
Reflective:
1. Listening can make us better performers because it does a multitude of things. Listening trains our ears on how to listen for melody and harmony, where the important parts are, where the moving parts in the music are located. Listening trains us to hear the different parts of the music and how it interrelates to the other parts going on around it. Listening makes us better prepared to play our instruments. Whether we sing or play an instrument, listening gives us the tools necessary to perform better either by ourselves or with a group. Listening makes us tune it to what is going on around us, either within the audience or as part of a performing group. As with many music performers, listening to other groups also gives us a sense of our own hierarchy. We always like to know where we stand as compared to other players.
2. We can become better teachers by listeners. We teach it every day in our classes, but why? Because we know that when you listen you hear. When you listen you show different routines and aspects of music that you normally may not have paid attention to. Listening exposes you to new music, it might give you ideas on new music for your groups, new music you should make your groups listen to, or music your groups might like to hear and then sing/play. Listening to music can also expose you to different versions of the same old tune. When you listen to music you become reflective and thoughtful. It may be that you hear a piece you already know but done in a different way. Music is meant to played with, to be changed and molded as necessary…listening can help you to make that change. It can help you to engage in different methods that you might shy away from. Listening also gives, as teachers, stepping stones. It gives us/inspires us to do different performances with our groups. It might even inspire us to take our groups places we normally never would have thought of.
3. It altered my perspective in that I realize how encapsulated I am sometimes. I try to keep my kids on a certain area of the band methods book at certain times of the year. I become almost too much of a robot in thinking that I must get them to so and so page or they will never learn what they need to. Listening to this performance made me remember of what is like to be young and enjoy a performance just for the sake of performing. Little kids that I teach are still in that phase and I think I need to keep that more in mind. In the end, its not about what the principal, teachers, or parents think…its about what I think…what the kids think of themselves and the pride they feel in their accomplishment of the performance.
4. I think that in the short run, music teachers have always had a fear of being cut from school budgets. We live with that fear every year. However, what I saw at this performance was exactly what Pink had described in his book. Yes, we may be a technological country, etc…but we are still people who need interaction to survive. Music gives us that way to interact. We can listen and enjoy music and continue to feel that we are all interconnected with each other, through the audience and as performers on stage. It is a way of sharing thoughts and ideas that no one else can. After all, not everyone can perform music, can they? As music teachers we must understand that there are still people out there who enjoy what we do and do not want us to go away. There are still parents that will fight for our existence in their children’s lives. Because they know that we exist to make help make their children’s lives better. They might not be able to identify why we make it better, but Pink makes it clear in his book. We exist because there is still a need for our brain to interconnect with itself. We are there to help make that connection stronger, so that in the future we can grow not only as people but as a society. Politicians and school board members may not see it now, but if society goes in the direction Pink says it is, music teachers will be there waiting.
5. Listening Guide: for 3rd, 4th, or 5th graders::::
1. Describe the sound in the recital hall.
2. Can you hear the male versus female voices?
3. Are there any other instruments playing with the choir? If so, what?
4. Are they singing in English?
5. If not, can you identify the language that it being sung?
6. How do the chorus risers affect what you hear?
7. Are all of the singers singing at the same time?
8. Describe how one of the songs makes you feel.
9. Do you think that a song’s tempo makes you feel a certain way?
10. What instrument was used as a jazz instrument?
11. Do all of the performers start and stop at the same time?
12. How are the audience members around you behaving? Are they clapping at appropriate times? Are they talking?
13. Describe what the choir does in between songs.
14. What does the choir do when it is finished or about to start a song?
15. How does the choir know when to speed up or slow down? Do they do it when they are supposed to?
16. Is the conductor saying anything to the group? To the audience?
17. How does this group compare to the group you belong to?
18. Do you think that you sing this well? Or play an instrument this well?
19. How many hours do you think they practice at home? With the group?
20. If you had to describe this performance with one word, what would it be?
Descriptive:
Date and Time: May 16, 2010, 3:00p.m.
Location: Spivey Hall
Performers: Spivey Hall Children’s Choir & Spivey Hall Tour Choir
There were 114 children in the Children’s Choir and 51 in the Tour choir. The kids who performed in the Tour choir also sang with the Children’s Choir. The Tour choir is the elite choir that performs at other venues and has higher performing students. All of the performers were in middle or high school from 17 Atlanta counties. The choir used full four step chorus risers situated along the middle of the stage. In front of the risers there was a grand piano and in front of that was a conducting podium. The full choir came out and performed three songs. The choir then exited the stage: the children’s choir members who were not in the tour choir sat in the audience.
Analytic:
1. O, Praise God in His Holiness, C. Armstrong Gibbs
This song followed a simple ABA form. This piece was rather short in performance. It was a sacred genre, two part harmony, high melody, and mostly unison.
Let Beauty Awake, Ralph Vaughn Williams
This song was also rather short. This song also used simple melodies and harmonies. This song was very light in texture and was of course in English.
Selections from Misa Pequena, Francisco J. Nunez
This song was very different than the first two. The song had a lot of call and response. As the song went on, it intensified in volume and strength. This song had three part harmony, high soprano parts. The conductor chose to have no applause in between movements, thus almost combining them with a small pause. I did notice in the program that they used several different soloists depending on the day of the performance. There were intermittent soprano solos mixed throughout this piece. This song was very lamenting and was sung in Latin.
Cantate Domino, Ruth Watson Henderson
This piece used a trumpet soloist. Again sacred text, ABA form, the exposition was louder and much faster. The conductor had a small group of sopranos stand in front of the risers in front of the rest of the choir. The piece had several interludes where there were soprano solos almost in rounds.
Gate Gate, Brian Tate
This piece had multiple meter. There seemed to be a two part harmony. In the middle of the piece there was a distinct key change. The use of clapping as part of the song was also incorporated.
Over the Rainbow, Harold Arlan
This song sounded almost exactly as written. Mr. Arlan apparently changed something to the piece. The only thing that I heard that was changed was that he slapped a big sax solo in the middle of the song. This particular solo was very out of character for the song and I didn’t understand where the saxophone came into play. The tempo was very medium, nice mix of voices and timbres. Again, simple harmony and meter.
2. The performance style of this group is vastly different than the performance style of the groups I teach. The main difference of course is that this group is comprised of middle and high school kids and mine is comprised of elementary kids. Another major difference is that this was a choir and my kids are in band. I know that people say there should not be a difference, that musicians are musicians…but there is a difference. There is a reason why I chose to concentrate on band and not middle/high school choir. I thought all of the pieces sounded great, but I couldn’t imagine myself teaching that genre of music. This was a very well rehearsed and very put together group. They were professionally behaved and performed to very high standards. In the schools that I teach, I am lucky to even get a rehearsal on the day of a performance, much less time to really put together a nice performance.
3.
Design: The design of this concert was very well thought out. The students had been designed and taught where they would go and when. The conductor had an escort on and off the stage as a professional would. The design of the clothing even marked what group the child was in. The design of the stage suggested a very professional environment, with a grand piano and full conductor’s podium.
Story: The story of each song was evident in the way the group was set up. For the full choir, the group used all four risers. For the tour choir only the group was set up more intimately. This suggested that the conductor wanted you to get more from the music. The more intimate setting proved to the listener that this was more highly developed performers/music. This was evident in the story of each song, the intensity of the music, and the way the performers arranged themselves on the stage.
Symphony: The groups displayed symphony techniques of Pink simply through the music they chose. There was definite symphony to the pieces and how they interrelated to one another. Most of them were sacred texts, or texts that seemed to have a sacred feeling. Throughout the concert, the listener could tell that there was a theme of lament and reflection from each song.
Empathy: One of the things that impressed me was how the conductor showed empathy to the listeners. The audience members rarely get the respect they deserve. The conductor made it a point to acknowledge the applause of the audience before continuing. She also gave a gracious pause to the choir members on stage so that they could receive their just applause as well.
Play: Even though there were many serious songs included on the program, the choir looked like they were having the time of their lives. They smiled as they performed and seemed to take real pride and joy in their performance. There were several songs that were more relaxed and seemed very playful, but also in keeping with the theme of the concert.
Meaning: Besides the obvious of having meaning within the sacred texts that were used for this concert, the performers and conductor gave meaning to music in general. They obviously have put a lot of work into their concert. There have been multiple rehearsals and plenty of time and effort that has gone into making this event what it was. There have been parents, etc involved in the making of this concert. This in itself gives meaning to the concert. The fact that so many parents, teachers, and staff have been involved in this one music endeavor means a lot for music and its future.
Reflective:
1. Listening can make us better performers because it does a multitude of things. Listening trains our ears on how to listen for melody and harmony, where the important parts are, where the moving parts in the music are located. Listening trains us to hear the different parts of the music and how it interrelates to the other parts going on around it. Listening makes us better prepared to play our instruments. Whether we sing or play an instrument, listening gives us the tools necessary to perform better either by ourselves or with a group. Listening makes us tune it to what is going on around us, either within the audience or as part of a performing group. As with many music performers, listening to other groups also gives us a sense of our own hierarchy. We always like to know where we stand as compared to other players.
2. We can become better teachers by listeners. We teach it every day in our classes, but why? Because we know that when you listen you hear. When you listen you show different routines and aspects of music that you normally may not have paid attention to. Listening exposes you to new music, it might give you ideas on new music for your groups, new music you should make your groups listen to, or music your groups might like to hear and then sing/play. Listening to music can also expose you to different versions of the same old tune. When you listen to music you become reflective and thoughtful. It may be that you hear a piece you already know but done in a different way. Music is meant to played with, to be changed and molded as necessary…listening can help you to make that change. It can help you to engage in different methods that you might shy away from. Listening also gives, as teachers, stepping stones. It gives us/inspires us to do different performances with our groups. It might even inspire us to take our groups places we normally never would have thought of.
3. It altered my perspective in that I realize how encapsulated I am sometimes. I try to keep my kids on a certain area of the band methods book at certain times of the year. I become almost too much of a robot in thinking that I must get them to so and so page or they will never learn what they need to. Listening to this performance made me remember of what is like to be young and enjoy a performance just for the sake of performing. Little kids that I teach are still in that phase and I think I need to keep that more in mind. In the end, its not about what the principal, teachers, or parents think…its about what I think…what the kids think of themselves and the pride they feel in their accomplishment of the performance.
4. I think that in the short run, music teachers have always had a fear of being cut from school budgets. We live with that fear every year. However, what I saw at this performance was exactly what Pink had described in his book. Yes, we may be a technological country, etc…but we are still people who need interaction to survive. Music gives us that way to interact. We can listen and enjoy music and continue to feel that we are all interconnected with each other, through the audience and as performers on stage. It is a way of sharing thoughts and ideas that no one else can. After all, not everyone can perform music, can they? As music teachers we must understand that there are still people out there who enjoy what we do and do not want us to go away. There are still parents that will fight for our existence in their children’s lives. Because they know that we exist to make help make their children’s lives better. They might not be able to identify why we make it better, but Pink makes it clear in his book. We exist because there is still a need for our brain to interconnect with itself. We are there to help make that connection stronger, so that in the future we can grow not only as people but as a society. Politicians and school board members may not see it now, but if society goes in the direction Pink says it is, music teachers will be there waiting.
5. Listening Guide: for 3rd, 4th, or 5th graders::::
1. Describe the sound in the recital hall.
2. Can you hear the male versus female voices?
3. Are there any other instruments playing with the choir? If so, what?
4. Are they singing in English?
5. If not, can you identify the language that it being sung?
6. How do the chorus risers affect what you hear?
7. Are all of the singers singing at the same time?
8. Describe how one of the songs makes you feel.
9. Do you think that a song’s tempo makes you feel a certain way?
10. What instrument was used as a jazz instrument?
11. Do all of the performers start and stop at the same time?
12. How are the audience members around you behaving? Are they clapping at appropriate times? Are they talking?
13. Describe what the choir does in between songs.
14. What does the choir do when it is finished or about to start a song?
15. How does the choir know when to speed up or slow down? Do they do it when they are supposed to?
16. Is the conductor saying anything to the group? To the audience?
17. How does this group compare to the group you belong to?
18. Do you think that you sing this well? Or play an instrument this well?
19. How many hours do you think they practice at home? With the group?
20. If you had to describe this performance with one word, what would it be?
Tuesday, May 4, 2010
Video: Written Critical Reflection
Well, I think I have officially given up on uploading my video. I have tried several different ways on several different computers and nothing has worked. I do have the video on a dvd, so at least I have something to turn in. I wanted to take a moment and do the critical reflection on the video that I taped of my class. I had written this same reflection last week, but the computer froze up and I lost everything I had written. So, I will now attempt to redo it. In looking at the video, I was actually pretty surprised. When I have done videos in the past of myself teaching, I have always been surpirsed that what I thought had happened in class didn't. It seemed as if I had a false truth of what had actually happened in class. It not only had to do with certain behaviors, but my teaching as well. I would cover things I didn't have in my plans or not cover the things that I did. Well, in watching this video I became surprised by what I saw. I found that the video did not hold as many surprises as I had thought that it would. I started the class with a review of whole, half, and quarter note rhythms. We discussed how many counts each of these receive and the class had the opportunity to practice counting each one. We also reviewed the notes, played them, and then added the rhythms to it. We did a warm up exercise which involved the students playing each note for a certain count. We then rehearsed certain songs out of the recorder book so that we could review seeing the notes and rhythms in written form. We then moved chairs and talked about duets and rounds. We practiced each and did several examples of each. I really wanted the kids to get the idea of a round and be able to implement it with minor hassle. This is the first time we have attempted rounds and I thought the kids did a pretty good job. We have worked with duets before and I think the kids put that knowledge to use during this lesson. The lesson I saw myself doing in the video matched up pretty well with my lesson plan I had in written form. My ultimate goal was to get the kids to perform a duet and round without me having to prompt and guide as much. For the most part, I think the kids did a pretty good job. I have noticed that sometimes as a teacher, I get used to prompting and guiding too much. I have to reteach myself sometimes to not help as much as I want to do sometimes. I want to use the condcuting as a way to show the counts, but I find myself counting aloud and singing while the kids are playing. This is fine when the kids are practicing and learning a new technique, but I find myself doing it with songs the kids already know. In this video, I saw myself singing true, but I was surprised that I conducted as much as I did. When I watched the video, I found myself thinking more and more of Pink and his chapters on symphony and play. This class to me exemplifies these concepts. On one hand, I am letting them 'play'. This is a class that only certain kids have the opportunity to take. I let this class do fun things like work in groups, compose, and have competitions. THe 3rd graders really like this class and it has become an honor to be chosen. At the same time, I am teaching them basic fundamentals and techniques so that they can play and perform together as a large group. THey have to learn that mistakes are common at this stage and that they should keep going. They learn this concept that in band, recorder, choir, etc. that each member is part of something bigger. This is symphony in its finest form because the kids are not exposed to this kind of mentality in their other classes. Sure they work in groups, but they are working in groups for an activity, not for the success of the class in general. I did find something fascinating in the video. I remembered that one of the kids started having a hard time concentrating. I remember that I finally had enough of him sittign and twirling his recorder. I took his recorder away and told him to move his chair back. At the time, I wondered if I had been too harsh, but watching the video I agreed with what I did during class. This particular student has a hard time with anger management and following directions. I know him well enough now that I can usually tell when I just need to give the final ultimatum. As I watched him in the video, he was very restless and I had to say something to him several times. This class is actually one this particular student enjoys and has been working hard in this year. I noticed that most of my other students were on task and really trying hard to do what I was asking of them. I was happy with what I saw in the video. This was a worthwhile endeavor and I would definitely do it again. I think as teachers get older and more seasoned we forget that we can still learn from ourselves. We know what is supposed to happen in our classes, but we just get bogged down or accustomed to the same old routine.
Wednesday, April 28, 2010
Monday, April 19, 2010
Friday, April 16, 2010
Reflective Essay
In contemplating what I have learned through the A.R.T.S. process and class I have come up with several worhtwhile mentions. Let me start with the reading. I think as an educator it is vitally important that we keep learning. A great way that I learn is through reading. Reading gives me a sense that I am learning through my eyes and not someone elses. The reading we have done in this class has been very worthwhile. In Pink, it was amazing to learn more about how the brain works, why it applies to what we do, and how it will help us in the future. As a music teacher, we constantly hear how our programs are in peril of becoming extinct. We are threatened with that even now with budgetary crisis' and shrinking revenues. It is nice to know that at least we will have some kind of future, but we will probably have to fight our way there, as usual. Pink has some very good ideas about what our future in the workplace holds. To know that more people will be looking for people who can create unique solutions to problems is again a comfort. Music teachers have always known that we are a key element to any educational endeavor. We hold a lot of knowledge with how the brian works and why music is important in the learning process. We know the reasons why kids who learn more, faster, and better just happen to be in our music classes. Music helps, it connects, it shapes. To know and see it in writing in Pink's book that our genre of education, our little corner of the world is about to be rediscovered is comforting. We have known all along as music teachers that we held a critical key component of learning and shaping minds, now the whole world might discover us again is heartening. I found Gardner's book helpful as well. He explained the concept of synthesis very well. His book was a little harder to read, but once you became familiar with the sytax it started to take on the effect of being a really brainy adventure. Synthesis is again something that music teachers use all of the time. We teach our kids where the music came from, why it was written, who the composer is, and how they came to write the piece. We also indulge our students with synthesis everytime we play something. After all, it is math and science that we use every time we play an instrument or sing. We are using science techniques to tune (sharp/flat), to physically play our instrunent; math to determine note counts and rhythmic passages. We use all of this at a split second. It is nice to see that Gardner has put this technique in writing and put it in writing for the layperson to see and read. It is also important as an educatior that we not forget how important it is that synthesis should be a part of everyday school life. These kids need to know how and why things are interconnected. They need to understand that what they are learning is important and does have an affect on their situation and world around them.
Next, the portfolio. I admit this has given me some trouble. I have had difficulty in determining how to get my portfolio items uploaded onto the blog. Some things have been very difficult and I have felt very frustrated at times with the blogging uploading aspect of the class. I do, however see the importantce of keeping portfolios and evidence of learning. At times it has been difficult deciding what I wanted to include because I did not want to betray anyone's trust by putting something on a blog for the whole world to see. I think the blogging idea in itself has been really nice. It has been great to sit down at my compter and be able to complete a blog, much faster than I could have ever written it by the way.
I have started to think more about how to deliver these ideas into the classroom and what I can include at what grade level. It has been interesting to think about synthesis, Pink's ideas, and the components of the action research project when contemplating lesson plans. Using the ARTS concepts and including them in the classroom has been a worthwhile endeavor. It has given me a chance to really think about how to include another aspect into my classroom that I might not have thought about otherwise. The concepts of syntheis, community, and integrating whole brain thinking has helped me make more out fo my classess. The ARTS class in itself has proven to focus my teaching in the classroom and make it more enjoyable for my classes. I have seen surprises along the way. When doing the action research project, I saw my kids get excited about something I never would have imagined or tried otherwise. As a travelling band teacher, it is hard for me to give up time to focus on a worksheet, I prefer to tie it in with what we have been learning in the book. In doing my action research project though, I included a simple worksheet. The kids went crazy. They absolutely loved it. Although I'm not sure if it was because it was just something different, or that they really liked the worksheet I'll never know. The point here is that I have learned and I will start including more of those types of activities. That this class has shown me that there are things I can still do to up my game and make my students enjoy and learn more, this class has definitely proven to be an asset.
Next, the portfolio. I admit this has given me some trouble. I have had difficulty in determining how to get my portfolio items uploaded onto the blog. Some things have been very difficult and I have felt very frustrated at times with the blogging uploading aspect of the class. I do, however see the importantce of keeping portfolios and evidence of learning. At times it has been difficult deciding what I wanted to include because I did not want to betray anyone's trust by putting something on a blog for the whole world to see. I think the blogging idea in itself has been really nice. It has been great to sit down at my compter and be able to complete a blog, much faster than I could have ever written it by the way.
I have started to think more about how to deliver these ideas into the classroom and what I can include at what grade level. It has been interesting to think about synthesis, Pink's ideas, and the components of the action research project when contemplating lesson plans. Using the ARTS concepts and including them in the classroom has been a worthwhile endeavor. It has given me a chance to really think about how to include another aspect into my classroom that I might not have thought about otherwise. The concepts of syntheis, community, and integrating whole brain thinking has helped me make more out fo my classess. The ARTS class in itself has proven to focus my teaching in the classroom and make it more enjoyable for my classes. I have seen surprises along the way. When doing the action research project, I saw my kids get excited about something I never would have imagined or tried otherwise. As a travelling band teacher, it is hard for me to give up time to focus on a worksheet, I prefer to tie it in with what we have been learning in the book. In doing my action research project though, I included a simple worksheet. The kids went crazy. They absolutely loved it. Although I'm not sure if it was because it was just something different, or that they really liked the worksheet I'll never know. The point here is that I have learned and I will start including more of those types of activities. That this class has shown me that there are things I can still do to up my game and make my students enjoy and learn more, this class has definitely proven to be an asset.
Gardner Thoughts
After reading Gardner's thoughts on synthesis, I am a little cloudy. Gardner is very lofty with some of his word usage and I found myself having to read some passages more than once. However, I think that what he is trying to say is that people have to be taught how to synthesize. In almost any situation, people have to put many different facts together and then make a decision. Many could argue that this is synthesis. He talks about interdisciplinary ideas. He states that this idea actually starts when we are very young and that as time goes on we are taught to ignore some of those impulses. Young children try to force things together, to make correlations where there might not be any to make. When we enter school, we are taught facts and not necessarily how these facts intertwine with one another. Hitsory is separate from math is separate from English, etc. Every subject is its own discipline with its own set of facts to decipher and learn. I tend to agree with him. I was asking my students the other day who Shakespeare was. None of them knew who I was talking about. They didn't know who he was, what he did, or where he lived. It seems to me that might have come up somewhere along the line. How could Shakespeare not have come up in all the years that a 5th grader would have been in school? How can you even teach poetry, sonnets, early literature, etc without mentioning him? To go on, I asked what country he would have been from. They told me Mississippi, London, and Europe. Note that none of these are countries. I wonder if this would have happened in a more interdisciplinary classroom environment. I think students would learn more if they were given the opportunity to make more links from one subject to another. As a music teacher, we try to link things together all of the time. We link history, geography, science, etc to what we do because it is an integral part of what we do. How can we teach notes without teaching how those pitches are created? It seems to me that once again, musicians take the lead.
Gardner: Chp. 3 Notes
5 Minds for the Future: Howard Gardner
Chapter 3: The Synthesizing Mind
Kinds of Synthesis:
Narratives: synthesizer puts material together into a coherent narrative
Taxonomies: materials are ordered in terms of characteristic
Complex concepts: A newly stipulated concept can tie together or blend a range of
Phenomena
Rules and aphorisms: folk wisdom is captured by short phrases, designed to be
memorable
Powerful metaphors, images, and themes: bringing concepts to life by invoking
Metaphors
Embodiments without words: powerful syntheses can be embodied in works of art
Theories: concepts can be amalgamated into a theory
Metatheory: overall framework for knowledge, a theory of theories
Components of Synthesis:
A goal- a statement or conception of what the synthesizer is trying to achieve
A starting point-an idea, image, or, indeed any previous work on which to build.
Selection of strategy, method, and approach.
Drafts and feedback.
Interdisciplinary: applied to studies that draw deliberately on at least two scholarly disciplines and seek integration
The author discusses the fact that in order to be truly interdisciplinary the person has to see the two sides of the two separate disciplines. He discusses that fact that even though a presenter may present two different disciplines, the student may not see both sides. He goes on to state that even large companies and true interdiscipline people may not see the end result as the same. You can present the same material to a group of people and everyone will get something different from the information.
Interdisciplinary work is typically motivated by one of three considerations:
A powerful new concept has been developed, and it is inviting and timely to test the reach of that concept.
An important phenomenon has emerged, and a full understanding of that phenomenon calls for, or even demands, its contextualization.
A pressing problem emerges, and current individual disciplines prove inadequate to solve that problem.
It is difficult for people to correctly synthesize in work type environments. When people have been expected to work in a certain way, it becomes hard for them to think outside of the box. As they focus on certain aspects of their job, other areas of their expertise may wane because of disuse. It works the same for people who typically work alone are asked suddenly to work with people, the situation may be difficult.
The synthesizing mind comes into play at an early age. However, with schools focused on cramming facts and information into the heads of young people, the synthesized mind usually does not get any attention. Educators are focused on certain ways to solve problems or explain things, when students would benefit greatly from differences of solution solving.
Multiperspectivalism: recognizes that different analytic perspectives can contribute to the elucidation of an issue or problem
Chapter 3: The Synthesizing Mind
Kinds of Synthesis:
Narratives: synthesizer puts material together into a coherent narrative
Taxonomies: materials are ordered in terms of characteristic
Complex concepts: A newly stipulated concept can tie together or blend a range of
Phenomena
Rules and aphorisms: folk wisdom is captured by short phrases, designed to be
memorable
Powerful metaphors, images, and themes: bringing concepts to life by invoking
Metaphors
Embodiments without words: powerful syntheses can be embodied in works of art
Theories: concepts can be amalgamated into a theory
Metatheory: overall framework for knowledge, a theory of theories
Components of Synthesis:
A goal- a statement or conception of what the synthesizer is trying to achieve
A starting point-an idea, image, or, indeed any previous work on which to build.
Selection of strategy, method, and approach.
Drafts and feedback.
Interdisciplinary: applied to studies that draw deliberately on at least two scholarly disciplines and seek integration
The author discusses the fact that in order to be truly interdisciplinary the person has to see the two sides of the two separate disciplines. He discusses that fact that even though a presenter may present two different disciplines, the student may not see both sides. He goes on to state that even large companies and true interdiscipline people may not see the end result as the same. You can present the same material to a group of people and everyone will get something different from the information.
Interdisciplinary work is typically motivated by one of three considerations:
A powerful new concept has been developed, and it is inviting and timely to test the reach of that concept.
An important phenomenon has emerged, and a full understanding of that phenomenon calls for, or even demands, its contextualization.
A pressing problem emerges, and current individual disciplines prove inadequate to solve that problem.
It is difficult for people to correctly synthesize in work type environments. When people have been expected to work in a certain way, it becomes hard for them to think outside of the box. As they focus on certain aspects of their job, other areas of their expertise may wane because of disuse. It works the same for people who typically work alone are asked suddenly to work with people, the situation may be difficult.
The synthesizing mind comes into play at an early age. However, with schools focused on cramming facts and information into the heads of young people, the synthesized mind usually does not get any attention. Educators are focused on certain ways to solve problems or explain things, when students would benefit greatly from differences of solution solving.
Multiperspectivalism: recognizes that different analytic perspectives can contribute to the elucidation of an issue or problem
Thursday, April 15, 2010
March 16th:: Another Forgotten Post
Some of my buildings are really inhospitable to someone with a laptop and wireless connection. It is difficult at times to find a working computer with internet connection. So, sometimes I work on my post offline and I guess on these occasions forgot to go back and actually post them.
March 16th POST
I have been working on my action research project. I have gotten everything designed, printed, and ready to go. I have decided to work with my 3rd grade recorder class because that is the one class that never gets taken away from me. I have finally decided to concentrate on notes and rhythms. These are two fundamentals that the kids seem to have a hard time remembering from week to week. I can go over it a million times in class, and the kids will come back and will have forgotten everything from the previous week. I feel like I am trudging through water and mud. It gets really frustrating to keep re-teaching everything week after week. I do see progress, but the repetition just gets crazy sometimes. I am constantly plagued with the fact that the kids are forgetting their instruments a lot lately. I know that a lot of the kids keep their instruments in their teacher’s rooms so that they won’t forget them at home. However, the fact is that they are not practicing. This has a lot to do with the fact that they are having trouble retaining information as well. They are not putting into practice what I have taught them in class. This gets frustrating on so many levels. I lead a double edged sword. I teach elementary band, which means that the kids technically do not have to have my class in order to move on to middle school. Fine arts teachers know that technically and aesthetically speaking all kids are better off with participation in the arts. Fine arts teachers also know that participation in the arts teach kids about patterns, methods, kinesthetics, etc. and that to be a part of a musical group only enhances the child’s ability to learn. However, some schools are better with imparting the feeling that music is an important class and not just something that you take for fun. I have to be very careful with the way that I approach the kids so that they do have fun, but not at the expense of the knowledge and behavior that I expect in my class. In reading Pink, I am struck with how multi dimensional his six senses seem to be. I can see how the six senses can apply to my kids in the band classes, as well as professional musicians. In getting the kids in my class to understand why it is important for them to take their instruments home, it comes back to this feeling of intrinsic motivation that we try as teachers to instill in the kids of our class. Kids do need approval and help finding that intrinsic motivation, especially kids who stand to gain the most from it. I look forward to seeing if any of my techniques help the kids to retain more information of notes and rhythms. I am continuing to work on getting the kids to take their instruments back and forth from school. Although, with CRCT around the corner I stand little chance.
March 16th POST
I have been working on my action research project. I have gotten everything designed, printed, and ready to go. I have decided to work with my 3rd grade recorder class because that is the one class that never gets taken away from me. I have finally decided to concentrate on notes and rhythms. These are two fundamentals that the kids seem to have a hard time remembering from week to week. I can go over it a million times in class, and the kids will come back and will have forgotten everything from the previous week. I feel like I am trudging through water and mud. It gets really frustrating to keep re-teaching everything week after week. I do see progress, but the repetition just gets crazy sometimes. I am constantly plagued with the fact that the kids are forgetting their instruments a lot lately. I know that a lot of the kids keep their instruments in their teacher’s rooms so that they won’t forget them at home. However, the fact is that they are not practicing. This has a lot to do with the fact that they are having trouble retaining information as well. They are not putting into practice what I have taught them in class. This gets frustrating on so many levels. I lead a double edged sword. I teach elementary band, which means that the kids technically do not have to have my class in order to move on to middle school. Fine arts teachers know that technically and aesthetically speaking all kids are better off with participation in the arts. Fine arts teachers also know that participation in the arts teach kids about patterns, methods, kinesthetics, etc. and that to be a part of a musical group only enhances the child’s ability to learn. However, some schools are better with imparting the feeling that music is an important class and not just something that you take for fun. I have to be very careful with the way that I approach the kids so that they do have fun, but not at the expense of the knowledge and behavior that I expect in my class. In reading Pink, I am struck with how multi dimensional his six senses seem to be. I can see how the six senses can apply to my kids in the band classes, as well as professional musicians. In getting the kids in my class to understand why it is important for them to take their instruments home, it comes back to this feeling of intrinsic motivation that we try as teachers to instill in the kids of our class. Kids do need approval and help finding that intrinsic motivation, especially kids who stand to gain the most from it. I look forward to seeing if any of my techniques help the kids to retain more information of notes and rhythms. I am continuing to work on getting the kids to take their instruments back and forth from school. Although, with CRCT around the corner I stand little chance.
March 13, 2010::Forgotten Post from March class
March 13, 2010
Well, I guess the weather finally cooperated and we were allowed to come to class! I am glad we had the opportunity to come today because I had a lot of things clarified with what we should be doing. In my first session of the day I went to the Teacher as Artist block. We spent time discussing what we would do for the next class in regards to Pink. The majority of time we spent discussing a new form of composition that the whole class will be cooperating on. I have done this technique somewhat in classes of the past. However, in elementary school things like this take time and that is something I find I have very little of. We spent time in this class going over this technique of creating a composition s a whole class, transforming and defining it, and eventually performing it. We posted a piece of paper on the board and told the class things we were thinking about. Items such a rush hour traffic, springtime, and waterfalls were mentioned. We then spent time discussing and labeling sounds that might correlate to what these items were that we had listed. We identified car horns, conversations, and buzzing bees that would help to identify the items we had already labeled in the previous step. Upon completion of this step, we were asked to identify a complete sentence that would encompass everything we wanted to incorporate into our composition. This was definitely an interesting process. I like the fact that we are doing this as a whole group and not having to do it individually. The group also discussed how we would perform this piece and where. As I mentioned before, I have done something like this in previous years. When I taught middle school, this was something I used periodically with guitars. Kids seem to really like this and get a kick out of composing something that they are so involved in. The final step that we were asked to come up with was to create a sentence that encompassed everything we and discussed for our piece of music. The sentence the group came up with was: Love and unity will cancel out fear, as you receive earth’s seasonal symphonies just listen and you will hear. I look forward to seeing what the rest of the group members come up with to actually take what we discussed and put it to actually performing a piece.
Well, I guess the weather finally cooperated and we were allowed to come to class! I am glad we had the opportunity to come today because I had a lot of things clarified with what we should be doing. In my first session of the day I went to the Teacher as Artist block. We spent time discussing what we would do for the next class in regards to Pink. The majority of time we spent discussing a new form of composition that the whole class will be cooperating on. I have done this technique somewhat in classes of the past. However, in elementary school things like this take time and that is something I find I have very little of. We spent time in this class going over this technique of creating a composition s a whole class, transforming and defining it, and eventually performing it. We posted a piece of paper on the board and told the class things we were thinking about. Items such a rush hour traffic, springtime, and waterfalls were mentioned. We then spent time discussing and labeling sounds that might correlate to what these items were that we had listed. We identified car horns, conversations, and buzzing bees that would help to identify the items we had already labeled in the previous step. Upon completion of this step, we were asked to identify a complete sentence that would encompass everything we wanted to incorporate into our composition. This was definitely an interesting process. I like the fact that we are doing this as a whole group and not having to do it individually. The group also discussed how we would perform this piece and where. As I mentioned before, I have done something like this in previous years. When I taught middle school, this was something I used periodically with guitars. Kids seem to really like this and get a kick out of composing something that they are so involved in. The final step that we were asked to come up with was to create a sentence that encompassed everything we and discussed for our piece of music. The sentence the group came up with was: Love and unity will cancel out fear, as you receive earth’s seasonal symphonies just listen and you will hear. I look forward to seeing what the rest of the group members come up with to actually take what we discussed and put it to actually performing a piece.
Thursday, April 1, 2010
Resume
Mandy Corso
EDUCTAION:
Columbus State University; Columbus, Ga.
Degree Earned: Bachelors of Music Education
Major: Music Education
Columbus State University; Columbus, Ga.
Degree Earned: Master of Music
Major: Music
University of West Georgia; Carollton, Ga.
Degree Earned: Specialist
Major: Educational Leadership & Administration
TEACHING
EXPERIENCE:
CJ Hicks Elementary; Conyers, Ga.; 1998-1999
Elementary General Music
*Directed chorus in PTA performances
*Participated in PTA Reflections Contest
*Developed curriculum for Orff instruments
Morrow Middle School; Morros, Ga.; 1999-2001
Middle School General Music
*Developed individualized lesson plans for guitar and keyboard
*Taught three tiered program for 6,7, and 8th grade students
*Introduced music careers aspect to curriculum
East Lake Elementary; Atlanta, Ga.; 2001-Present
Elementary Band
*Taught band at five elementary schools per week
*Directed numerous performances for PTA, Graduation, and various programs
*Hosted field trips to Atlanta Symphony and Spivey Hall
AFFILIATIONS:
Georgia Music Educators Association
Music Educators National Conference
Mu Phi Epsilon
EDUCTAION:
Columbus State University; Columbus, Ga.
Degree Earned: Bachelors of Music Education
Major: Music Education
Columbus State University; Columbus, Ga.
Degree Earned: Master of Music
Major: Music
University of West Georgia; Carollton, Ga.
Degree Earned: Specialist
Major: Educational Leadership & Administration
TEACHING
EXPERIENCE:
CJ Hicks Elementary; Conyers, Ga.; 1998-1999
Elementary General Music
*Directed chorus in PTA performances
*Participated in PTA Reflections Contest
*Developed curriculum for Orff instruments
Morrow Middle School; Morros, Ga.; 1999-2001
Middle School General Music
*Developed individualized lesson plans for guitar and keyboard
*Taught three tiered program for 6,7, and 8th grade students
*Introduced music careers aspect to curriculum
East Lake Elementary; Atlanta, Ga.; 2001-Present
Elementary Band
*Taught band at five elementary schools per week
*Directed numerous performances for PTA, Graduation, and various programs
*Hosted field trips to Atlanta Symphony and Spivey Hall
AFFILIATIONS:
Georgia Music Educators Association
Music Educators National Conference
Mu Phi Epsilon
Example of Parent Letter
The following is an example of a parent letter sent home this year. During the holiday season, there are many schools who want their bands to perform. The only drawback to this is that usually the schools fight for the same days. When all is said and done, the presentations are usually met with great enthusiasm. It is my job as the band teacher to try to get the band parents to these presentations. I start sending letters home at the beginning of December to let the parents know so that they can plan accordingly. I also stress to the kids in my band how important it is to have parents and relatives at the concerts. It is my belief that kids, no matter how old, still want their familes to see them perform. At the elementary age, we can instill a sense of pride that will hopefully get the parents there to see their kids. What I don't want parents to do is to come to performances during their kids' elementary years and then fade out once middle school hits. It is extremely important for kids these days to see the adults in their life involved and interested in what they are doing. When I send letters home, I am happy to say that the parents usually do come and watch the performances. There are inevitably the kids who don't make it to the conerts....most of the time the excuse is that they didn't have a ride. I am never sure whether I can believe that or not. The point is though, always let the parents know when you want them there!!!!
December 6, 2009
To: XXXXXX Recorder Parents
From: Mrs. Corso, Band Director
RE: Holiday Performance
Dear Parents,
It is that time of year again and the third grade recorder class has been working hard to prepare music for the holiday program. The music itself has been challenging, but they have made great strides toward being able to perform it successfully.
The holiday program will take place on December 20, 2009 (Wednesday) at 6:30p.m.: it is imperative that all recorder students attend this program!!! The students are welcome to stay with me after school on this Wednesday (12-20-09). We will order pizza for dinner and watch a movie. This also gives the class a chance to set up music stands and run through our music for the upcoming performance. This has proven in years past to be fun for the students and gives the parents the opportunity to not worry about transportation.
It is imperative that all recorder students be present for this performance, whether they stay with me after school or go home and come back. They have been working exceptionally hard to provide the audience with musical entertainment. If your recorder student is also involved with the chorus, they can stay with me after school that day and I will make sure they are where they are supposed to be for the beginning of the performance. If your recorder student is involved with other after school activities, they can always attend those and then join the group for the rest of the time until performance.
Recorder students can wear holiday colors or if they are involved with another performance--what that teacher has told them to wear for the holiday program. I look forward to having everyone hear all of the hard work that has been done by these students. See you there!!
Thanks for your support,
Mrs. Corso, Band Director
December 6, 2009
To: XXXXXX Recorder Parents
From: Mrs. Corso, Band Director
RE: Holiday Performance
Dear Parents,
It is that time of year again and the third grade recorder class has been working hard to prepare music for the holiday program. The music itself has been challenging, but they have made great strides toward being able to perform it successfully.
The holiday program will take place on December 20, 2009 (Wednesday) at 6:30p.m.: it is imperative that all recorder students attend this program!!! The students are welcome to stay with me after school on this Wednesday (12-20-09). We will order pizza for dinner and watch a movie. This also gives the class a chance to set up music stands and run through our music for the upcoming performance. This has proven in years past to be fun for the students and gives the parents the opportunity to not worry about transportation.
It is imperative that all recorder students be present for this performance, whether they stay with me after school or go home and come back. They have been working exceptionally hard to provide the audience with musical entertainment. If your recorder student is also involved with the chorus, they can stay with me after school that day and I will make sure they are where they are supposed to be for the beginning of the performance. If your recorder student is involved with other after school activities, they can always attend those and then join the group for the rest of the time until performance.
Recorder students can wear holiday colors or if they are involved with another performance--what that teacher has told them to wear for the holiday program. I look forward to having everyone hear all of the hard work that has been done by these students. See you there!!
Thanks for your support,
Mrs. Corso, Band Director
Tuesday, March 30, 2010
Example of Parent Notification
The following is exactly what it says, an application to borrow an instrument. At the elementary level the band directors are usually expected to give the kid an instrument to borrow. We of course have to maintain these instruments and keep them in working order no matter what. This gets very tedious because even though you preach about the proper way to take care of an instrument...these are still kids and kids sometimes just don't listen. I have kids all the time giving me excuses about not having their instrument. I have had kids leave their instrument at daycare, at a relatives house, and yes the inevitable trunk of the care. I try not to cringe or get angry, but sometimes it just seems like the kids just don't care about all of the work I have to put into their instruments!!
APPLICATION TO BORROW A SCHOOL INSTRUMENT
XXXXXX Elementary School
2009-20010 School Year
Student
Teacher
Parent/Guardian
Grade
Street Address
Home Phone
Apartment #
Work Phone
City
State
Zip Code
Cell Phone
If my child is selected to use a school instrument, I agree to:
Sign a loaner card to assume responsibility for the instrument while it is in my and/or my child’s care.
Pay the cost of repairs if the instrument is damaged while in my and/or my child’s care. If the instrument is lost I will pay the amount specified on the loaner card to purchase a replacement instrument. I understand that my child’s grades (and transcripts, if applicable) will not be released until the instrument has been returned to the school and any money owed for loss and/or repair has been paid in full.
I will return the instrument, in good condition, at the end of each semester; when my child withdraws from the school; or at any time when requested by the school.
_________________________________________________
Print Parent/Guardian Name
_________________________________________________
Signature of Parent/Guardian
_________________________________________________
MEMORANDUM TO: Parents at XXXXXX
Elementary Schools
DATE: August 2009
FROM: Mandy Corso, Director
Band Instrument Instruction
Your child wishes to be in band class. I am writing to give you a few details and to request permission for your child to be enrolled in this class.
Students must be regular in school attendance, and on time.
Students must do well in their class work and homework.
Students must be trustworthy. Band students must be called upon to take unusual responsibilities reliably.
Students must be superior in cooperation and respect toward other students, teachers, and administrators.
Students must perform as well as they can in band class. The level of achievement must be high enough to justify their being absent from other academic work.
Students must have permission of their parents (see below).
7. Band Instruments are available for student use. These instruments are school owned instruments and are to be returned in the same condition as they were in at the beginning of the school year.
Please complete and return the attached form to your child’s classroom teacher on or before August 21. I will collect the forms from the classroom teacher.
If you have any questions or concerns, please feel free to contact me at the school. I look forward to working with your child this year.
APPLICATION TO BORROW A SCHOOL INSTRUMENT
XXXXXX Elementary School
2009-20010 School Year
Student
Teacher
Parent/Guardian
Grade
Street Address
Home Phone
Apartment #
Work Phone
City
State
Zip Code
Cell Phone
If my child is selected to use a school instrument, I agree to:
Sign a loaner card to assume responsibility for the instrument while it is in my and/or my child’s care.
Pay the cost of repairs if the instrument is damaged while in my and/or my child’s care. If the instrument is lost I will pay the amount specified on the loaner card to purchase a replacement instrument. I understand that my child’s grades (and transcripts, if applicable) will not be released until the instrument has been returned to the school and any money owed for loss and/or repair has been paid in full.
I will return the instrument, in good condition, at the end of each semester; when my child withdraws from the school; or at any time when requested by the school.
_________________________________________________
Print Parent/Guardian Name
_________________________________________________
Signature of Parent/Guardian
_________________________________________________
MEMORANDUM TO: Parents at XXXXXX
Elementary Schools
DATE: August 2009
FROM: Mandy Corso, Director
Band Instrument Instruction
Your child wishes to be in band class. I am writing to give you a few details and to request permission for your child to be enrolled in this class.
Students must be regular in school attendance, and on time.
Students must do well in their class work and homework.
Students must be trustworthy. Band students must be called upon to take unusual responsibilities reliably.
Students must be superior in cooperation and respect toward other students, teachers, and administrators.
Students must perform as well as they can in band class. The level of achievement must be high enough to justify their being absent from other academic work.
Students must have permission of their parents (see below).
7. Band Instruments are available for student use. These instruments are school owned instruments and are to be returned in the same condition as they were in at the beginning of the school year.
Please complete and return the attached form to your child’s classroom teacher on or before August 21. I will collect the forms from the classroom teacher.
If you have any questions or concerns, please feel free to contact me at the school. I look forward to working with your child this year.
Wednesday, March 24, 2010
Video Prep
Well, I am planning on doing my video taping tomorrow. I woudl have done it last week but my camera had a dead battery. I am really hoping that the teachers will let me see the kids. I am begging for a few extra minutes because I want to do the taping and then have some time to work on my action research project as well. This time of year gets really difficult because teachers and administrators want the kids to go to special tutoring and pull out sessions for math and reading. As a music teacher, I see that their efforts are commendable, but are the kids really getting information that will make them do better on the tests? Music people know that you have to layer information. We can't give the kids music one day and expect a concert the next. Life doesn't work like that. We, as teachers, have to be able to have info spread out over time to really make a difference. I was making notes today for the music as artist part of the class and I was re-reading some of Pinks thoughts on left vs right brain. It seems as though these tests are really trying to push left brain thinking. They want these kids to learn now. They try these last ditch efforts, tutroings, and classes to try to getthe kids stuffed with as much last minute info as possible. Is this really teaching? Is shutting everythin else down for weeks really teaching the kids anything? There are reports alll the time about college bound kids committing suicide over failed or bad SATS, or because they didn't get into the college of their choice. Yet...all we are doing with these tests is setting the kids up anyway. We are telling the kids this is the most important test ever. Is it really? Or is the grading the teacher has done all along for the year worth anything? I know there are people who disagree. As a music teacher though, I see kids all the time in my classes who would be labeled by these tests as not meeting. These are kids who have behavior problems and problems finding anything fun about their other academic classes. Notice I said other academic classes. Like Pink, I constantly tell my kids that this is th most academic class you'll ever take. It synthesizes all the information you learn in every other class, combines it, and then your brain has to transfer it into playing an instrument. No other class in the building does that. The kids seem to understand that, so why don't some of the adults? Music? Nah. Testing for a week straight? That's the ticket! I definitely do not concur.
Pink Review for Music as Artist
Daniel Pink a Whole New Mind
Right Brain Rising: Chapter One
Brain Scan Test
Left side: the side that makes us human, rational, analytical, logical, reasoned, excelled at analysis, handled words
Right brain: reasoned holistically, recognized patterns, interpreted emotions, nonverbal expressions
History of brain:
In history: left side of the brain was the important part of brain, housed heart and language
During next century, Robert W. Sperry did surgery on epileptic patients and discovered that the right brain was not subordinate to the left just different
Wrong Stuff:
Certain groups of people view right brain as saviour, believing that right brain is repository of all that is good, just, and noble in the human condition
Too much concentration on touch-feely elements with too much emphasis on right brain
the right hemisphere will neither save us nor sabotage us..reality is more nuanced
The Real Stuff:
the two hemisphers take different approaches to guiding our actions, understanding world, and reacting to events
Four Key Differences:
1. The left hemisphere controls the right side of the body; the right hemisphere controls the left side of the body:: reading, turning head
2. The left hemisphere is sequential: the right hemisphere is simultaneous::
left brain decodes letters, right brain interprets silmultaneously
3. The left hemisphere specializes in text; the right hemisphere specializes in context
left hemisphere handles what is said, right hemisphere focsues on how its said
4. The left hemsiphere analyzes the details; the right hemisphere synthesizes the big picture
left brain grasp analysis of infomration (the parts), right brain graps the synthesis (the whole)
Amygdalas
Right Brain Rising: Chapter One
Brain Scan Test
- Author is getting a brain scan as a volunteer to see how the brain works; capturing images of brains at rest and work
- Testing perception:: First task: researchers display extreme expressions pictures, then using a clicker indicate which of the next two pictures expresses the same emotion as the initial picture; Second task: slide show of 48 pictures: indicate indoors or outdoors
- When looking at grim facial expressions brain wanted support of right hemisphere; when looking at scary scenes brain wanted left brain support
Left side: the side that makes us human, rational, analytical, logical, reasoned, excelled at analysis, handled words
Right brain: reasoned holistically, recognized patterns, interpreted emotions, nonverbal expressions
History of brain:
In history: left side of the brain was the important part of brain, housed heart and language
During next century, Robert W. Sperry did surgery on epileptic patients and discovered that the right brain was not subordinate to the left just different
Wrong Stuff:
Certain groups of people view right brain as saviour, believing that right brain is repository of all that is good, just, and noble in the human condition
Too much concentration on touch-feely elements with too much emphasis on right brain
the right hemisphere will neither save us nor sabotage us..reality is more nuanced
The Real Stuff:
the two hemisphers take different approaches to guiding our actions, understanding world, and reacting to events
Four Key Differences:
1. The left hemisphere controls the right side of the body; the right hemisphere controls the left side of the body:: reading, turning head
2. The left hemisphere is sequential: the right hemisphere is simultaneous::
left brain decodes letters, right brain interprets silmultaneously
3. The left hemisphere specializes in text; the right hemisphere specializes in context
left hemisphere handles what is said, right hemisphere focsues on how its said
4. The left hemsiphere analyzes the details; the right hemisphere synthesizes the big picture
left brain grasp analysis of infomration (the parts), right brain graps the synthesis (the whole)
Amygdalas
- Two almond shaped structures that serves as brain's security: issue alerts and process emtions like fear
- Scenes: left brain was more active
- Faces: right brain was more active
- Left brain reacts better to scenes because accuately assessing each scene depended on the rapid fire sequential reasoning
- Right brain reacts better to faces because it is specialized in recognizing faces and interpreting expressions
Whole New Mind
Many people try to determine if they are more left brain or right brain
Pink states this is important to how people navigate their lives
L-Directed Thinking
- Sequential, literal, functional, textual, analytic
- Exemplified by computer programming
R-Directed Thinking
- Simultaneous, metaphorical, aesthetic, contextual, synthetic
- Exemplified creators and caregivers
Thursday, March 18, 2010
Action Research Project
I am applying another technique today in my 3rd grade recorder class. The kids have been really receptive and have actually enjoyed working on the different techniques I outlined in my project. After next week I will be done with this part of my project and will move on to see what kind of data I have. I have been working on my abstratct and other materials for my action research project and have gotten a lot done. I was going to try to also video tape my class today, but lo and behold my recorder is dead. I have been doing a lot of work on my blog though. I linked numerous websites that I use for my classes. I am now trying to figure out how to link a word document, if that can be done. I have several rubrics, etc. that I feel would satisfy the requirment for the portfolio side of the blog, but have yet been able to figure out how to conceptually go about it on this website. I also wanted to upload some sound bytes, so I will be trying to work on that when I have time during my day. On another note, I had a small success yesterday with my problem school. I had talked earlier about having a hard time with one of my schools...the kids not bringing their instruments. I ended up calling the girls mother, she got in major trouble for skipping my class, and then was told that she would not be going on the skating trip on Friday. I guess that finally got through to her because she brought her trombone the very next day. It is almost exhausting trying to keep up with these kids and their books/instruments. I then ended up having a conference with another teacher about a student I have in fourth grade who feels as though he is an adult also. Every time I speak to someone in the class, he has a comment. You know the type. His homeroom teacher and I discussed the fact that he does the very same thing in her class as well. We both had a conversation with him and he ended up writing me an apology letter, signed by his mother no less. With both my 5th and 4th grade classes, I started noticing that they seemed a little restless. When I stopped to think about it, I realized that maybe they were just bored with where they were sitting. I have tried several different seating configurations, but I have finally hit on something that seems productive for me and the class. Instead of having them face the board in sectional lines, I now have them facing each other in two straight lines. It seems simple, but for some reason it was just enough of a change to make a difference. This led me to think of Pink's design. He talked about how design is becoming more of a purposeful thought. The design of hsopitals, lobbys, etc. being used to create a better atmosphere. After I had changed the set up I reflected and found that he was right. The design of my classroom has as much to do with the atmosphere of the class as anything else. If the kids do not feel "at home" in my class, chances are there will be more problems. Lets hope everything keeps going smoothly!
March 18, 2010
This is a word search that is representative of assignmenst I give throughout the year. There are times when only half of the class shows up because of other things that are going on within the school. These types of assignments are good because it gives the kids a fun way to still learn about music and band, but it allows the kids who are not there to stay current with the group as well.
Wednesday, March 17, 2010
Gadgets
In my gadgets for this blog I have included numerous websites that I often refer to. I have included professional sites that I use to stay current with band techniques, ideas, and assessments. I have also included different sites that I refer to to get resource materials. The main method book that I use with my classes is the Standard of Excellence, Book I. I have included a link to JW Pepper which carries this method book and so that other directors can see what this method book looks like. It has been successful with my elementary kids over the years. I like the way it introduces new concepts. It has proven to be successful for me when introducing new notes and sticking methods.
March 17, 2010
I have been having a problem at one of my schools. For some reason several kids in my 4th and 5th grade bands have decided that bringing their instrument to class just isn't important. I have spent several weeks tracking them down within the school and asking them why? Why didn't you bring your instrument? Why were you not in class? It seems very trivial to me, but it is important that I track these kids down to make them understand that you do not skip my class just because you feel like it. They are told from day one that if they do not bring their instrument they are still repsonsible for coming to class. If they do not have their instrument, sometimes I have one they can borrow for the day. Other times, they are told to sit within their section and pay attention to what is being taught in class. However, then you have the real smarties. These are the kids who have forgotten their instruments and want to make the whole class suffer by saying out loud how stupid the class is, etc. We know these kids. Everyone has these kids in their classes. The kids who want to make it hard for everyone else to learn get a nice writing assignment during class. This really makes them mad because they feel like they should not have to write during a performance based class. Oh well I say, bring your instrument and a better attitude and you won't have to write. Upon self-reflection I often try to figure out what is going on with certain students who do this on a regular basis. One phone call to the house often has a lot to do with it. You can learn a lot about a student's home life usually with one phone call. Although, as a teacher, I have learned that sometimes calling home is not always the best idea because what they do at home might be way worse than what we are doing at the school. Sometimes phone calls home can get the kids into trouble that we as educators do not feel comfortable with. As a teacher, self-reflection is important in these situtaions because you have to know that it is important enough to call home. Also, in situations where the kids are not doing what they need to for me, it is usually that way for the kids' other teachers as well. There is a very good paralell with what is happening in their homeroom classes and what they are doing for me. Band is something that has a stigma to it. Young kids feel that band is a cool way to express themselves. I can often use that to my advantage to get through to these kids. I love speaking with the other teachers in the buildings. It gives me insight as to what might be going on in the kids home life that I may not be aware of.
Friday, March 12, 2010
I have completed all of my surveys/documents that I need for the action research project. I am really excited about what I have come up with. I really hope one of the techniques I am using will actually help the students in the class. I have started my research projecta couple of weeks ago and am finding mild success. I am not sure if it just the repetitive nature or if they are actually learning something. I guess that's one of the questions for action researchers...are they really learning what you think they are? The kids have been really helpful. I explained what I was doing and why and they seemed excited about taking part in this project. I think students sometimes forget that teachers are students as well. We are also trying to study what is right for the kids and what would be better for the kids. We are always trying to find ways that these kids learn better and in turn we are studying how to make ourselves more efficient. I think also that students sometimes don't understand that we are students off campus as well. They think we go home and thats it. They don't realize that many of us go to college in the evenings and do professional learning classes such as this one to keep learning and to keep studying. Of course, students do not have a really good perspective on their teachers anyway. Most students think all of their teachers are realy old and go home to sit and wait for school the next day. Many of them would not even dream of teachers having kids of their own, much less personal lives of any kind. Yes, this project at least will help some of my students understand that teachers are students as well!
Thursday, March 4, 2010
I came to the realization yesterday of what I finally wanted to do for my project. It came to me after I posted my last blog. I was re-reading some of my earlier posts and I had mentioned in November about how the kids are having trouble elarning notes. I thought Of course!! Self assessment can come after the functionality of learning the notes. This has been a major problem for me this year and I am not sure why. The kids are having a lot of trouble with comprehending how we name notes and then applying that to their instrument. I am starting my project today and I have, I think, a clear understanding of what I need to include and incorporate.
On a different note, it is that time of year. Testing time. This is what really hurts fine arts programs. Principals start cutting the time we get with the students so that they can sit in the rooms and learn even more about math, reading, etc. Some of these schools are just running these kids ragged. I see some of the backpacks going home loaded down with books and I wonder if that is really the way to go. It seems that we are spending a lot of time and money on new programs for math, reading, etc. Whatever happened to just learning the basics the old fashioned way and going from there? Do we really need expensive learning programs for studnets to learn? Fundamentally band has been taugh the same basic way for decades. Sure, with the invention and use of technology it has gotten more advanced, but the fundamentals are still the same. You still teach a clarinet player correct embouchure, a trumpet player where to correctly put the pinky finger, etc. I am just getting so frustrated with all of the new inventions, gizmos, and gadgets that don't seem to be making a difference. I think if teachers were just given the opportunity to teach, without the pressure of all of this extra stuff, that everyone might just see an improvement. Thats just my two cents!
On a different note, it is that time of year. Testing time. This is what really hurts fine arts programs. Principals start cutting the time we get with the students so that they can sit in the rooms and learn even more about math, reading, etc. Some of these schools are just running these kids ragged. I see some of the backpacks going home loaded down with books and I wonder if that is really the way to go. It seems that we are spending a lot of time and money on new programs for math, reading, etc. Whatever happened to just learning the basics the old fashioned way and going from there? Do we really need expensive learning programs for studnets to learn? Fundamentally band has been taugh the same basic way for decades. Sure, with the invention and use of technology it has gotten more advanced, but the fundamentals are still the same. You still teach a clarinet player correct embouchure, a trumpet player where to correctly put the pinky finger, etc. I am just getting so frustrated with all of the new inventions, gizmos, and gadgets that don't seem to be making a difference. I think if teachers were just given the opportunity to teach, without the pressure of all of this extra stuff, that everyone might just see an improvement. Thats just my two cents!
Wednesday, March 3, 2010
Self Assessment
I have been trying to figure out what I want to do for my project for this class. It has been a process by trying to eliminate and redo ideas. I have come to the conclusion that self assessment is a good topic. I spend a lot of time in my classess having to reteach concepts that I have just previously covered. The students simply do not feel that it is necessary or worth their time to take their instruments home and practice. There are a lot of reasons for this. Parents of these kids do not feel it is necessary, in comparison with math homework and the like in which their grades "mean more". These parents are conditioned that the subjects that are tested on the big tests are the most important. It would simply take too much time to try to explain to each parent the usefulness of a subject such as band. If you start trying to discuss right brain vs left brain, most often their eyes glaze over and you've simply lost them. TYeachers also give me a hard time because they feel that I should take students out of their class only when it is convenient for them and their class schedules. The kids themselves are trying to accomodate the teachers and do what they want them to do. Many times, this means that they have a whole backpack worth of work that they have for homework and say they don't have the time to practice for band. Therefore, I am left holding the bag so to speak. I teach a concept or a new note and I find myself reteaching that same thing the very next class because everyone has forgotten. So, I have decided that the students need to be more self aware of how they are doing, rather than hearing it from me all the time. It's interesting but the kids have a varying degree to which they can assess their own performance and the performances of others. They are always more critical of others in the class, and forgive themselves for their mistakes more often. So, I think for me I will be doing a project on how to get kids to become more self-aware of their own performance, either with a small group or individually. Now, comes the hard part..the actual project!!
Friday, February 5, 2010
I was reading Pink's chapter on Play this morning. I thought that the chapter was very interesting because it described how society has become infected with things to play with. Taken one step further, some people are almost obsessed with their toys and devices. I have often thought in the past years how interesting it is that people have blackberrys, laptops, cell phones, etc at the easiest disposal in history and yet seem unconnected to the things that are right around them. People seem to feel that they have become more connected when in fact they are not. I think about the students I teach. Some of them had their cell phone taken away by their teachers the other day and had to go see the principal in order to get them back. I thought how absurd it was that a 5th grader would have a cell phone in an elementary school. What on earth could they use them for? Then I started thinking as I was reading the chapter this morning about how our speciality is suffering because of this movement to be more connected. It seems, and this is just an opinion of course, that people are getting away from things that truly connect them with others. They can download anything at a moments notice, so why go to the actual symphony and listen to it in person? Why bother playing an instrument when you can go to Walmart and buy guitar hero and play it at home whenever you feel like? We have always had a problem in our communities with teaching the importance of aesthetics and it seems to be an even bigger problem these days because of these devices. I think in the classroom, it has become a problem for me because students are struggling to see the relevance f the class. They are preached to about the importance of the standardized tests, the academic grades in order for a good transcript, etc. Then a music teacher comes along and tries to teach them about the importance of music and aesthetics, etc. and they do not seem to have any relevance. In the area that I teach, the kids have never been to a symphony concert unless the music teacher has provided a field trip. They don't listen to classical music on the radio, they are probably not even aware that classical music is on the radio. They are just simply not exposed to these things. They are given opportunities such as honor band auditions, etc., but most have them do not have a ride there. It is a complicated matter, one that I hope will get better in years to come when people realize that to stay connected to people you have to look around where you're at, not a device.
Thursday, February 4, 2010
I have been reading Pink's chapter on empathy. This has been on my mind a lot lately in dealing with some issues in the classroom. Since I see my kids only twice a week, it is imperative that they come prepared with their instruments and band books. I also require they come with pencils so that they can mark the music as needed. Since we have come back from holiday break, I have noticed that all of these things coming together on the same day is rather difficult. It seems that the students will have at best two out of three needed materials for class. Since I see students in many different schools, it is hard to really get into the culture of the school and establish myself as a true member of the faculty. Some of the teachers regard my class as just another specials class, with no merit other than giving them another break in the day. It seems that what Pink is saying is that empathy is an important tool in dealing with people in general. You have to be able to empathize with others so that they understand and know that what they are doing is important to you. Likewise, you want someone to be empathetic to you also. It seems in some buildings this is hard to come by. Students do not feel empathy when they come to my class over and over without their materials. Some of their attitudes seem to infer, "See if you can teach me now! I dare you!". Well, as a teacher, I do teach them anyway. I try and try and do my very best. I think Pink had it correct that empathy is just as important as anything else in all situations. If you are empathetic you provide the person on the recieving end the means to help you more because they feel as if you understand and can relate. Empathy is what is lacking lately. Now, I just have to find a good way to remotivate my students.
Wednesday, January 20, 2010
January 20, 2010
I am writing this blog because I am a little confused as to what I should be doing for class. I thought that we would be getting the next book, but since we had a snow day that was put off. I have not written in about a month. There has been so much to do for school. I am a band teacher and the holiday time is the worst time of year. There are so many programs to perform and schedule and rehearse for!! I am excited about it being a new year and getting on with my band program before all of the year holiday program music became a concern.
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