Annie Thiese
Music 23241
10/20/11
Campbell, Patricia. (2008). Musician & teacher; Chapter 13.
This chapter is about assessment. The importance of assessment is often overlooked, but in order to understand what teaching approach works, a teacher must accurately assess the students. There are three kinds of assessment, Diagnostic, Formative, and Summative. There are four steps for effective assessment, step one is too identify the goals. Step two is to specify the learning outcome. Step three is develop a strategy to achieve the outcome. Step four is to record the students, and give them feedback. There are many ways to give the student feedback including rubrics, performance tests, and music reports. Take into account performances and concerts in evaluating students. One of the benefits of evaluation is it helps you explain to parents why their child is having trouble, and how you can help the student.
My band director only had a few types of assessment. In marching band at my high school, grades were based on what music you had memorized, and your attendance. If you were not testing music off your grade was lower. The only assessment my director had for the concert bands was the audition. In my high school band program, it was difficult to get a low grade in band, because there was so little assessment going on. The only time I can remember, in my experience, a playing test was in sixth grade, it was to make sure we were practicing at home.
I agree wit this chapter about how important assessment is. If a parent is concerned about their child's performance, and you do not have records of them playing, you cannot accurately tell them what their child needs to improve. Though you may listen to the student in class, you cannot be sure how well they are playing based on full ensemble practice. If you have proof the student is having difficulty, the proof makes the parent feel better, and helps them support your program.
The assessments also help students improve. The knowledge that a student has can be put onto paper when they are assessed. Once you let the student be assessed, you will know the playing level of the student, and how they can improve. These tests will also motivate the student to practice. If a student knows they will be taking a playing test, they will be more likely to work harder on what is being tested, so they get a good grade. This boost of morale helps the ensemble environment as well.
When one student works harder the competition in students increases. If a student begins practicing more for a test, and starts improving, they may move up a few chairs in the ensemble. When the student moves up a few chairs, their classmates begin to get competitive. This competitive nature will help the band, because the sections will begin improving. The tests also help the director figure out who needs help, and who is exceptional in the band.
Bauer, William. Authentic Assessment in Instrumental Music Education.
I would be interested in reading "Assessment as Learning". This title sounds interesting because it seems to discuss how a teacher can learn through assessment. I think this is important because when you learn from assessing, you realize what is wrong, and try to fix the problem. I would also like to read "Developing Grading and Reporting Systems for Student Learning". This title sound interesting because it sounds as though it sets guidelines on how to assess students. Setting guidelines is important because it helps teachers who have not had the experience to create their own assessment tool. I would also be interested in "Tests & Measuring for People Who (Think They) Hate Tests & Measurement". This title sounds interesting because it sounds as though it explains tests and measurement differently than most people think. It seems to bring new light to the ideas of tests and measurement to trick people into learning.
The first link I went to was the Music Assessment Home Page. The home page is for the University of Miami. The site provides students with observation forms to better the learning experience of watching someone teach. The site also provides a glossary for music terms, to better the knowledge of students. The site also has a page of links for more resources on music. The page also provides a link to a page about rubrics and what rules you should create to help your students.
The second link I went to was the Smart Music link. This site provides information for both students and educators. The site also provides scores for anyone who needs music. There are links to the store, support and the community. Under the community there are examples of how smart music has helped different communities. The smart music website also provides equipment to help a person not only teach, but also perform to the best of their abilities.
Burrack, Fredrick. (2002). Enhanced assessment in instrumental programs.
This article is about what you should be looking for in assessment. You should look for thinking skills such as problem solving and creative thinking. The students should learn to assess themselves and be able to know how to make an accurate assessment to better improve themselves. Teach the students to assess the large ensemble so they learn about listening to the large group and making an assessment. The assessments should be linked to the grades of students, to help them improve and raise their grade. Students find that assessment is a good motivator, and they work harder when they are being assessed.
I agree with this article because there are many advantages to assessing students. Students need to learn for themselves, and the best way to do that, is to have them do the assessment. This form of activity not only gives students the opportunity to use their creative thinking and judgement, but it also makes them aware of how to asses, and how it helps. If the students assess themselves it gives them a greater understanding of what they need to improve, and that can help them in the long run.
When the students assess themselves they are only learning about what they as an individual need to improve. The students should then be made to assess the large ensemble. This will help the students gain more experience on assessment and how improvements can be made. Along with helping the student, this large group assessment also allows the large group learn about what they need to improve on. When the students are assessing the large group, it also helps them learn to listen to the group and not focus on their own music.
Assessment is also a good tool for motivation. When students are assessed, they are given a challenge to do the best that they can do. Challenges are one of the best ways to motivate people. When the student knows they will be assessed they tend to practice more so they do well on their assessment. When one student begins improving, that in turn motivates the others in their section to try to keep up. When assessments are happening, the entire band can improve simply because there is more motivation to do the best that they can do.
Thursday, October 20, 2011
Thursday, October 13, 2011
Readings #6
Annie Thiese
Music 23241
10/13/11
Lehman, Paul. The power of the national standards for music education.
This article is about the effectiveness of National Standards in Music Education. The Standards are very helpful because it helps music educators understand what they need to be teaching their students. The article states that a common misunderstanding over the standards is that teachers do not realize that in some cases their students already know what needs to be known. Most teachers already teach the standards, and have no problem implementing them in their classes, but others may not have been teaching certain standards, and it can be stressful for them to figure out how to teach them. Standards benefit students because they set goals for the teachers to teach. The students learn more under standards than if the teacher had nothing to base their lessons on. Having standards also plays a big role in helping a music educator keep a music program, because it helps administrators take it seriously. Standards help administrators make sure the music educator is doing a good job, by what standards have been taught to the students.
My high school band director was very good at teaching most of the standards. One of his weakest standards was composition. He was excellent at composing parts and pieces, but there was no class offered to learn about it, and he never implemented it in band. With other standards he was excellent. The one standard that I did not learn, that I wished I had learned was improvisation. I do not know how to improvise, because I was never taught. I will try to learn in college, so that if I become a band director I can effectively teach my students how to improvise.
I agree with this article because I believe the standards are very important and helpful to teachers. Without standards, teachers have no goals for teaching. A teacher cannot effectively teach if they do not know what needs to be taught. With standards, there is a set of ideas that need to be implemented into the class so the students get the most out of their education. These standards will help the students as well because if they know what they need to learn, they will be able to learn more effectively.
Another benefit from standards is evaluation. When you have standards, it is easier to evaluate how well a teacher is teaching. If the music educator has students who do not know a large amount of the standards after years of being taught by one educator, it is likely the educator is not effective. This helps administrators find bad teachers, so they can replace them with better ones, for the benefit of the students. They will be able to find a teacher who knows the standards and how to effectively teach them, and the students will learn what they need to.
When music educators ignore some of the standards, they are not helping their students become well rounded. Some of the standards are very easy to teach, and are common sense for any music educator, but others are more difficult, but just as important. When you only teach some of the standards, your students will never know all there is to music, and it will hinder them in their learning. When all standards are taught, students gain a large understanding in music, and they will be more likely to be successful in music later in life.
Lehman, Paul. (2004). Raising the bar.
This article is about how the national standards changed music education. Paul Lehman believes that the standards have helped music education immensely. The standards helped people realize the importance of music in schools, and how serious it is. Lehman talks about how the state standards are different than the national standards, but are based on the national standards. The teachers in states with poor state standards can depend on national standards to help them teach their students. The main problems Lehman sees in how the standards are implemented are not with the music educators, or the standards themselves, but in the education system in our society. Achievement levels in music and students in music have improved through the ten years with the standards. After the standards were given, people in education began accepting music as a curriculum.
In my school district music has been accepted as an important class. The school had not tried to cutting parts of the program until just this past year. My high school band director is in charge of the music education in the school system, and he is very good at following the standards, and using them as an argument. He was able to stop the school from cutting parts of his music program, because he mentioned how that would effect the standards he teaches. The school board listened to his argument, and agreed that it would take away from the education of the students, and so the music program was not cut.
I agree with this article because the standards have helped music education become a respected subject. Having standards has made school systems realize that students can learn from the music classes. When they looked at music education before the standards, they did not see it as important or effective. Now, with the standards in lace, the schools see he effects music has on students, and what they can learn, and it gives the music programs more respect.
Music educators have also been more effective in teaching their students. With standards, they are able to look at a set of guide lines to help them educate students. Before the standards, some teachers were not sure of what they should teach, and it made it difficult on the teacher and the students. The standards help the teachers know what to teach, and it gives the students a well rounded education which helps them in their future.
The music programs now have a more effective argument against program cuts. The schools who try to cut programs, must look at the standards and decide if the students would lose education without the music classes. The music educators can use the standards as an argument to keep their programs and help the students learn music effectively. With out the standards the music programs would have virtually no defense, and they would not be able to stay in schools.
Reimer, Bennett. (2004). Preconceiving the standards and the school music program.
This article is about the problems in music education surrounding he standards and how to implement them in the classes. The author talks about wanting to move on from the past, and teaching different things in schools to better fulfill the needs of the standards. He states that we need to change our programs if we want people to start respecting music more. We are hurting ourselves by only focusing on the first two standards, but none of the others. The author believes you should focus on the roles of the standards, and what you must focus on to complete the standards.
I agree with some aspects of this article. I do not agree with what the author believes about the programs that are set forth. I do believe that the programs in schools have the potential to teach students all of the standards. The music educator may need to make an effort, but it is possible. The band and choir and orchestra programs which are most common, have the potential to teach the standards, even if they do not already teach all of them. The program may need to change slightly, but not to the effect that the author of this article believes it must.
I do agree with the thought that schools only focus on the first two standards. The first two standards are the easiest standards to teach as a music educator, because they are purposes of having a music program. The issue that needs to be solved is how to incorporate all of the other standards. This could be as simple as adding different segments to your lessons, or as difficult as changing the whole program. The author believes educators need to change the entire program, but I disagree.
I also agree with what the author said at the beginning of the article. I believe the standards help the music educators have a helpful argument against having their program cut. The standards give music education a purpose, and that helps the educators defend the values of the music programs. The standards also show what the students could potentially learn from the classes which is helpful also in showing how music education can help students become successful in the future.
Music 23241
10/13/11
Lehman, Paul. The power of the national standards for music education.
This article is about the effectiveness of National Standards in Music Education. The Standards are very helpful because it helps music educators understand what they need to be teaching their students. The article states that a common misunderstanding over the standards is that teachers do not realize that in some cases their students already know what needs to be known. Most teachers already teach the standards, and have no problem implementing them in their classes, but others may not have been teaching certain standards, and it can be stressful for them to figure out how to teach them. Standards benefit students because they set goals for the teachers to teach. The students learn more under standards than if the teacher had nothing to base their lessons on. Having standards also plays a big role in helping a music educator keep a music program, because it helps administrators take it seriously. Standards help administrators make sure the music educator is doing a good job, by what standards have been taught to the students.
My high school band director was very good at teaching most of the standards. One of his weakest standards was composition. He was excellent at composing parts and pieces, but there was no class offered to learn about it, and he never implemented it in band. With other standards he was excellent. The one standard that I did not learn, that I wished I had learned was improvisation. I do not know how to improvise, because I was never taught. I will try to learn in college, so that if I become a band director I can effectively teach my students how to improvise.
I agree with this article because I believe the standards are very important and helpful to teachers. Without standards, teachers have no goals for teaching. A teacher cannot effectively teach if they do not know what needs to be taught. With standards, there is a set of ideas that need to be implemented into the class so the students get the most out of their education. These standards will help the students as well because if they know what they need to learn, they will be able to learn more effectively.
Another benefit from standards is evaluation. When you have standards, it is easier to evaluate how well a teacher is teaching. If the music educator has students who do not know a large amount of the standards after years of being taught by one educator, it is likely the educator is not effective. This helps administrators find bad teachers, so they can replace them with better ones, for the benefit of the students. They will be able to find a teacher who knows the standards and how to effectively teach them, and the students will learn what they need to.
When music educators ignore some of the standards, they are not helping their students become well rounded. Some of the standards are very easy to teach, and are common sense for any music educator, but others are more difficult, but just as important. When you only teach some of the standards, your students will never know all there is to music, and it will hinder them in their learning. When all standards are taught, students gain a large understanding in music, and they will be more likely to be successful in music later in life.
Lehman, Paul. (2004). Raising the bar.
This article is about how the national standards changed music education. Paul Lehman believes that the standards have helped music education immensely. The standards helped people realize the importance of music in schools, and how serious it is. Lehman talks about how the state standards are different than the national standards, but are based on the national standards. The teachers in states with poor state standards can depend on national standards to help them teach their students. The main problems Lehman sees in how the standards are implemented are not with the music educators, or the standards themselves, but in the education system in our society. Achievement levels in music and students in music have improved through the ten years with the standards. After the standards were given, people in education began accepting music as a curriculum.
In my school district music has been accepted as an important class. The school had not tried to cutting parts of the program until just this past year. My high school band director is in charge of the music education in the school system, and he is very good at following the standards, and using them as an argument. He was able to stop the school from cutting parts of his music program, because he mentioned how that would effect the standards he teaches. The school board listened to his argument, and agreed that it would take away from the education of the students, and so the music program was not cut.
I agree with this article because the standards have helped music education become a respected subject. Having standards has made school systems realize that students can learn from the music classes. When they looked at music education before the standards, they did not see it as important or effective. Now, with the standards in lace, the schools see he effects music has on students, and what they can learn, and it gives the music programs more respect.
Music educators have also been more effective in teaching their students. With standards, they are able to look at a set of guide lines to help them educate students. Before the standards, some teachers were not sure of what they should teach, and it made it difficult on the teacher and the students. The standards help the teachers know what to teach, and it gives the students a well rounded education which helps them in their future.
The music programs now have a more effective argument against program cuts. The schools who try to cut programs, must look at the standards and decide if the students would lose education without the music classes. The music educators can use the standards as an argument to keep their programs and help the students learn music effectively. With out the standards the music programs would have virtually no defense, and they would not be able to stay in schools.
Reimer, Bennett. (2004). Preconceiving the standards and the school music program.
This article is about the problems in music education surrounding he standards and how to implement them in the classes. The author talks about wanting to move on from the past, and teaching different things in schools to better fulfill the needs of the standards. He states that we need to change our programs if we want people to start respecting music more. We are hurting ourselves by only focusing on the first two standards, but none of the others. The author believes you should focus on the roles of the standards, and what you must focus on to complete the standards.
I agree with some aspects of this article. I do not agree with what the author believes about the programs that are set forth. I do believe that the programs in schools have the potential to teach students all of the standards. The music educator may need to make an effort, but it is possible. The band and choir and orchestra programs which are most common, have the potential to teach the standards, even if they do not already teach all of them. The program may need to change slightly, but not to the effect that the author of this article believes it must.
I do agree with the thought that schools only focus on the first two standards. The first two standards are the easiest standards to teach as a music educator, because they are purposes of having a music program. The issue that needs to be solved is how to incorporate all of the other standards. This could be as simple as adding different segments to your lessons, or as difficult as changing the whole program. The author believes educators need to change the entire program, but I disagree.
I also agree with what the author said at the beginning of the article. I believe the standards help the music educators have a helpful argument against having their program cut. The standards give music education a purpose, and that helps the educators defend the values of the music programs. The standards also show what the students could potentially learn from the classes which is helpful also in showing how music education can help students become successful in the future.
Thursday, October 6, 2011
Readings #5
Annie Thiese
Music 23241
10/6/11
Campbell, Patricia. (2008). Musician & teacher, chapter 4, Systems and standards of music education.
This chapter is about the difference in ideas relating to what should be taught about education in schools. Many different cultures think differently about what is most important in music. it talks about how the culture helps determine what students in music will learn. There are four common types of music that are considered more important depending on where you are; performance, listening, creativity, and musical knowledge. Every country has a different idea of what is important, and it reflects on the education they give their children, some put a high emphasis on music in the schools, while others feel it is common knowledge.
I notice how much my musical experience has been effected by culture. our culture is based more on performance than any of the other ideas. I had not thought about any of the other ideas as much as I should have because I have followed culture, and focused more on the performance aspect. It was not until college that I started thinking about the importance of having a well rounded knowledge of music. I realize now that I cannot think of just performance anymore.
I agree with this chapter because the author brings up a good point about other countries. Our country is very much performance based, and we are good at what we do. The problem with this is that we only know how to perform. To be truly successful, you must focus on all forms of knowledge in music. A person could learn very much from looking at another country, because it give the person a new perspective on how music can be looked at.
It is important to understand the other countries and why they focus on certain ideas over others. The cultural differences can be astounding sometimes, and it is hard to understand other countries. If we try to understand the culture of countries, it will help us realize why they prefer certain musical skills over others. By learning about other countries and their beliefs, we can better ourselves in music. We can borrow ideas from other countries and in doing so we can grow even more in our knowledge and love of music.
I believe it is important to understand the other ideas. The ideas are all important in their own way. It is important to be well rounded in the ideas, and to try not to focus on one over the others. The ideas work hand in hand and are all connected to each other. To be the best teacher I can, I must have the ability to teach my students all I can about all music. I cannot be expected to effectively teach students about music if I am only focusing on one kind.
Doty, Amy. (2004). Using the Ohio standards: easier than you might think.
This article is about the standards for music education in schools. The article states that these standards are important because they help music educators know what needs to be taught, and how they should teach it. It also says that having a list of standards given is important because it shows that the school district finds music important enough to have standards. One of the standards is incorporating the history of music in the class. The teachers should try to teach different music from different times, and teach the students about that time period. Another standard is creativity, and teaching students how to improvise parts. A music educator should teach students how to analyze and assess other performers. The students should learn to connect with other musicians.
In my high school band, my director incorporated many different time periods in the music we played. When we would play music from a new time period, my director would tell us about the age and how that influenced the music we were playing. I was never in Jazz band, and my director did not have us improvise parts, so I was lacking on this technique and I have no experience with it. One thing my director would do for concerts, is he would have us critique the other bands and then he would give our critiques to the other bands to be read. This not only helped our band learn to critique other ensembles, it also helped the other bands know what they could improve.
I agree with these standards and this article because all of these things can create a well rounded student. A student who is taught by these standards will have a better understanding of music. The standards can also help a music educator who is unsure of what needs to be taught to students. When the standards are written, they are given great thought so they cover all aspects of what a well rounded student needs.
To understand the music you are playing, you should learn about the piece, and what time period it was written in. When you know the history of the piece, it gives you a better understanding of why the composer wrote the piece and what could have influenced them. Once you know what influenced the composer, you can try to think like them, and in doing so, you can play the music like it was meant to be played. A teacher should try to play music from all kinds of time periods so the students know more about all music, and are not stuck knowing only a fraction of what there is to know.
When I become a teacher, I will try to teach the students all I can about music. The standards will help me realize what should be taught, and what I might not have thought of. Teachers can rely on standards to give them guidance in their teaching, in case they miss something. Students who learn from a teacher who follows the standards are more likely to succeed because they are learning important things that the school district wants them to. When students succeed in one class, they are more likely to succeed in other classes. It will be my job as a teacher to be sure all of my students succeed in music.
Hayslett, Dennis. Applying the national standards in school band programs.
This article is about how teachers can effectively use the standards. The article states that the standards are difficult to incorporate in the education because there are financial problems and scheduling conflicts which come with being a director. The article gives suggestions as to how a teacher could incorporate these standards in their classroom to better the learning of the students. The article talks about having your students sing, and compose music and improvise. All of the activities provided in the article are there to help boost creativity in the students.
My band director would make us sing our parts in high school. We never understood why, and always complained and said we were not in choir. I now understand that my director was only trying to help us become better. Though we never composed or improvised in high school, I did have a teacher in the third grade who would have us improvise on the piano. That teacher was setting me up for success in music and I didn't even know it.
I agree with this article. It is very difficult for a teacher to incorporate the standards in a classroom. Not only does the teacher have to change the way they teach, but they also have to deal with financial problems and other everyday issues. Some of the standards can also be hard to comprehend. The main goal that the teacher must remember is to have their students succeed and gain an understanding for music.
Singing is an important way for someone to get an understanding of music. Even if the student is an instrumental student, they should learn how to sing. Not only is singing a good way to get pitch and rhythms down, everyone knows how to do it. When students complain about singing it is because they do not understand why they need to, and how it will help. It would be a good idea for a teacher to explain the reasons to a student, so they can grow through the experience.
Composing and improvising are also very beneficial to the understanding of music. Composing gives students an understanding of the rules of music. When a student composes it gives them a sense of pride while it teaches them how to use the rules of music to make something beautiful. Improvisation is also a good way for students to learn the rules of music. It gets the students to think on the spot about what they want to play, and to put it together to create something that is theirs and only theirs. All of these techniques can help a teacher learn to meet the standards, and help students grow to their fullest potential in music.
Music 23241
10/6/11
Campbell, Patricia. (2008). Musician & teacher, chapter 4, Systems and standards of music education.
This chapter is about the difference in ideas relating to what should be taught about education in schools. Many different cultures think differently about what is most important in music. it talks about how the culture helps determine what students in music will learn. There are four common types of music that are considered more important depending on where you are; performance, listening, creativity, and musical knowledge. Every country has a different idea of what is important, and it reflects on the education they give their children, some put a high emphasis on music in the schools, while others feel it is common knowledge.
I notice how much my musical experience has been effected by culture. our culture is based more on performance than any of the other ideas. I had not thought about any of the other ideas as much as I should have because I have followed culture, and focused more on the performance aspect. It was not until college that I started thinking about the importance of having a well rounded knowledge of music. I realize now that I cannot think of just performance anymore.
I agree with this chapter because the author brings up a good point about other countries. Our country is very much performance based, and we are good at what we do. The problem with this is that we only know how to perform. To be truly successful, you must focus on all forms of knowledge in music. A person could learn very much from looking at another country, because it give the person a new perspective on how music can be looked at.
It is important to understand the other countries and why they focus on certain ideas over others. The cultural differences can be astounding sometimes, and it is hard to understand other countries. If we try to understand the culture of countries, it will help us realize why they prefer certain musical skills over others. By learning about other countries and their beliefs, we can better ourselves in music. We can borrow ideas from other countries and in doing so we can grow even more in our knowledge and love of music.
I believe it is important to understand the other ideas. The ideas are all important in their own way. It is important to be well rounded in the ideas, and to try not to focus on one over the others. The ideas work hand in hand and are all connected to each other. To be the best teacher I can, I must have the ability to teach my students all I can about all music. I cannot be expected to effectively teach students about music if I am only focusing on one kind.
Doty, Amy. (2004). Using the Ohio standards: easier than you might think.
This article is about the standards for music education in schools. The article states that these standards are important because they help music educators know what needs to be taught, and how they should teach it. It also says that having a list of standards given is important because it shows that the school district finds music important enough to have standards. One of the standards is incorporating the history of music in the class. The teachers should try to teach different music from different times, and teach the students about that time period. Another standard is creativity, and teaching students how to improvise parts. A music educator should teach students how to analyze and assess other performers. The students should learn to connect with other musicians.
In my high school band, my director incorporated many different time periods in the music we played. When we would play music from a new time period, my director would tell us about the age and how that influenced the music we were playing. I was never in Jazz band, and my director did not have us improvise parts, so I was lacking on this technique and I have no experience with it. One thing my director would do for concerts, is he would have us critique the other bands and then he would give our critiques to the other bands to be read. This not only helped our band learn to critique other ensembles, it also helped the other bands know what they could improve.
I agree with these standards and this article because all of these things can create a well rounded student. A student who is taught by these standards will have a better understanding of music. The standards can also help a music educator who is unsure of what needs to be taught to students. When the standards are written, they are given great thought so they cover all aspects of what a well rounded student needs.
To understand the music you are playing, you should learn about the piece, and what time period it was written in. When you know the history of the piece, it gives you a better understanding of why the composer wrote the piece and what could have influenced them. Once you know what influenced the composer, you can try to think like them, and in doing so, you can play the music like it was meant to be played. A teacher should try to play music from all kinds of time periods so the students know more about all music, and are not stuck knowing only a fraction of what there is to know.
When I become a teacher, I will try to teach the students all I can about music. The standards will help me realize what should be taught, and what I might not have thought of. Teachers can rely on standards to give them guidance in their teaching, in case they miss something. Students who learn from a teacher who follows the standards are more likely to succeed because they are learning important things that the school district wants them to. When students succeed in one class, they are more likely to succeed in other classes. It will be my job as a teacher to be sure all of my students succeed in music.
Hayslett, Dennis. Applying the national standards in school band programs.
This article is about how teachers can effectively use the standards. The article states that the standards are difficult to incorporate in the education because there are financial problems and scheduling conflicts which come with being a director. The article gives suggestions as to how a teacher could incorporate these standards in their classroom to better the learning of the students. The article talks about having your students sing, and compose music and improvise. All of the activities provided in the article are there to help boost creativity in the students.
My band director would make us sing our parts in high school. We never understood why, and always complained and said we were not in choir. I now understand that my director was only trying to help us become better. Though we never composed or improvised in high school, I did have a teacher in the third grade who would have us improvise on the piano. That teacher was setting me up for success in music and I didn't even know it.
I agree with this article. It is very difficult for a teacher to incorporate the standards in a classroom. Not only does the teacher have to change the way they teach, but they also have to deal with financial problems and other everyday issues. Some of the standards can also be hard to comprehend. The main goal that the teacher must remember is to have their students succeed and gain an understanding for music.
Singing is an important way for someone to get an understanding of music. Even if the student is an instrumental student, they should learn how to sing. Not only is singing a good way to get pitch and rhythms down, everyone knows how to do it. When students complain about singing it is because they do not understand why they need to, and how it will help. It would be a good idea for a teacher to explain the reasons to a student, so they can grow through the experience.
Composing and improvising are also very beneficial to the understanding of music. Composing gives students an understanding of the rules of music. When a student composes it gives them a sense of pride while it teaches them how to use the rules of music to make something beautiful. Improvisation is also a good way for students to learn the rules of music. It gets the students to think on the spot about what they want to play, and to put it together to create something that is theirs and only theirs. All of these techniques can help a teacher learn to meet the standards, and help students grow to their fullest potential in music.
Wednesday, September 28, 2011
Readings #4
Annie Thiese
Music 23241
9/29/11
Baur, William L. (2001). Classroom management for ensembles.
This article is about the ways a director can manage the classroom in an ensemble setting. The author talks about the differences between a regular classroom setting and an ensemble setting. One thing the teacher of an ensemble should do is be prepared. If a director is not prepared, the students will know, and there will be a greater chance of disciplinary problems. The director should keep to a schedule each day, over which pieces they will rehearse. If the director puts the schedule on the board, the students will be able to have their music ready, and changing pieces will be smoother. The director should make sure students are punctual, and should be in the classroom as students arrive. A teacher should have a disciplinary plan for when a student acts up. This plan should include, rules for the students to follow, consequences for when a student breaks the rules, and a reward for students who follow the rules. The consequences for breaking the rules should be related to the rule broken.
My high school director was very efficient in his discipline and classroom management. He always stared at the same time everyday, and expected the students to be ready. He never took a long time on one part in one piece of music, and he never made the class boring. If a student was acting up, my director would not make a big deal about it, but would talk to the student after class. The rules of the classroom were well known, and followed by everyone for the most part. At the beginning of class, as the students were walking in, my director would talk to people about non class related topics, which helped him get to know his students.
I agree with this article because there are many important differences in managing an ensemble as opposed to a regular class. There are more students, which makes it harder to maintain control over everyone in an ensemble. he students are also asked to be an active part of the lesson, whereas in other classes they can sit idly by as the teacher talks. Students learn how to be creative and loud in an ensemble, instead of quiet and passive.
You must be organized to manage your classroom, especially in an ensemble. If you are unprepared and do not know your score, you will be unable to help students learn. Students know if you are not prepared, and it will cause more discipline problems, because the students will try to take advantage of you. If you are organized, no only will the students be more likely to listen to you, but the class will run smoothly, and the ensemble will improve greatly.
For discipline, you must be consistent. First you must let the students know what the rules are. To make these rules the author emphasizes using the school's guidelines. As you tell the students the rules, you should tell them what the consequences would be if the rules are broken. If a rule is broken, you must not be hesitant in serving the punishment. You should also reward students who do not break the rules. The way to reward students will differ with different age groups, and maturity levels.
Marzano, Robert J. and Jana S. (2003-2004). The key to classroom management.
A big part of successful classrooms is the management. The article talks about how much the relationship between a teacher and a student changes the amount of disciplinary problems. A teacher must be respected to have authority in the class. Teachers should show their guidance through clear rules and guidelines. The teacher should establish clear goals for the students, and expectations for the year. The teacher and student should learn to work as a team, and get goals accomplished together. The teacher should get to know their students, and let the students know that they care. Teachers should also accommodate for students with special needs, and be sure that all students are learning what they need to.
In my experience, the best teachers I have had follow most of these guidelines. The teachers I have had who followed these guidelines were the most effective, and had the best classes. The students in those classes rarely acted out, and usually got their work done on time. The teacher plays a large part in how the students succeed, and therefore the way they manage the class is important. I learned the most in the classes with good classroom management.
I agree with this article. Students need discipline in their classes. If a teacher is unable to show the students discipline, they will be less inclined to listen. Teachers need to be able to manage their classroom in order to give their students the best of their time. If the students respect their teacher, the class will be more effective, and the material will be easier to learn.
The teacher should realize that they are working with the students to help them succeed. Some teachers act as though the students are working for them, or they are working for the students. This system will not work. The teacher and student must work as a team to get the most out of the class. When the student takes an active part in the class along with the teacher, it gives them a sense of pride that helps them learn what they need to learn.
If a student is acting up in class the teacher should never start yelling or make a big deal out of the behavior. Effective ways to stop bad behavior would be to talk to the student in the hallway, or have them call their parent. If the teacher loses their cool in front of the students, it could make the student who is behaving badly to feel like they have won. You should never yell at a student, because it will make them feel as though they get attention, which is usually why they behave badly.
Music 23241
9/29/11
Baur, William L. (2001). Classroom management for ensembles.
This article is about the ways a director can manage the classroom in an ensemble setting. The author talks about the differences between a regular classroom setting and an ensemble setting. One thing the teacher of an ensemble should do is be prepared. If a director is not prepared, the students will know, and there will be a greater chance of disciplinary problems. The director should keep to a schedule each day, over which pieces they will rehearse. If the director puts the schedule on the board, the students will be able to have their music ready, and changing pieces will be smoother. The director should make sure students are punctual, and should be in the classroom as students arrive. A teacher should have a disciplinary plan for when a student acts up. This plan should include, rules for the students to follow, consequences for when a student breaks the rules, and a reward for students who follow the rules. The consequences for breaking the rules should be related to the rule broken.
My high school director was very efficient in his discipline and classroom management. He always stared at the same time everyday, and expected the students to be ready. He never took a long time on one part in one piece of music, and he never made the class boring. If a student was acting up, my director would not make a big deal about it, but would talk to the student after class. The rules of the classroom were well known, and followed by everyone for the most part. At the beginning of class, as the students were walking in, my director would talk to people about non class related topics, which helped him get to know his students.
I agree with this article because there are many important differences in managing an ensemble as opposed to a regular class. There are more students, which makes it harder to maintain control over everyone in an ensemble. he students are also asked to be an active part of the lesson, whereas in other classes they can sit idly by as the teacher talks. Students learn how to be creative and loud in an ensemble, instead of quiet and passive.
You must be organized to manage your classroom, especially in an ensemble. If you are unprepared and do not know your score, you will be unable to help students learn. Students know if you are not prepared, and it will cause more discipline problems, because the students will try to take advantage of you. If you are organized, no only will the students be more likely to listen to you, but the class will run smoothly, and the ensemble will improve greatly.
For discipline, you must be consistent. First you must let the students know what the rules are. To make these rules the author emphasizes using the school's guidelines. As you tell the students the rules, you should tell them what the consequences would be if the rules are broken. If a rule is broken, you must not be hesitant in serving the punishment. You should also reward students who do not break the rules. The way to reward students will differ with different age groups, and maturity levels.
Marzano, Robert J. and Jana S. (2003-2004). The key to classroom management.
A big part of successful classrooms is the management. The article talks about how much the relationship between a teacher and a student changes the amount of disciplinary problems. A teacher must be respected to have authority in the class. Teachers should show their guidance through clear rules and guidelines. The teacher should establish clear goals for the students, and expectations for the year. The teacher and student should learn to work as a team, and get goals accomplished together. The teacher should get to know their students, and let the students know that they care. Teachers should also accommodate for students with special needs, and be sure that all students are learning what they need to.
In my experience, the best teachers I have had follow most of these guidelines. The teachers I have had who followed these guidelines were the most effective, and had the best classes. The students in those classes rarely acted out, and usually got their work done on time. The teacher plays a large part in how the students succeed, and therefore the way they manage the class is important. I learned the most in the classes with good classroom management.
I agree with this article. Students need discipline in their classes. If a teacher is unable to show the students discipline, they will be less inclined to listen. Teachers need to be able to manage their classroom in order to give their students the best of their time. If the students respect their teacher, the class will be more effective, and the material will be easier to learn.
The teacher should realize that they are working with the students to help them succeed. Some teachers act as though the students are working for them, or they are working for the students. This system will not work. The teacher and student must work as a team to get the most out of the class. When the student takes an active part in the class along with the teacher, it gives them a sense of pride that helps them learn what they need to learn.
If a student is acting up in class the teacher should never start yelling or make a big deal out of the behavior. Effective ways to stop bad behavior would be to talk to the student in the hallway, or have them call their parent. If the teacher loses their cool in front of the students, it could make the student who is behaving badly to feel like they have won. You should never yell at a student, because it will make them feel as though they get attention, which is usually why they behave badly.
Wednesday, September 21, 2011
Readings #3
Annie Thiese
Music 23241
9/22/11
Campbell, Patricia. (2008). Musician & Teacher Chapter 3.
The article is about the importance of listening to music. There are many ways to play music, and to be truly musical you must listen first. There are three different ways of learning music, formally, informally, and unconsciously. Formal would be a teacher in school teaching a student how to play music. informally would be like a parent teaching their child something musically. unconsciously would be influences from culture. There are many ways to play music, and you don't always need to follow the notes written on a page, exactly. The formality of the music generally depends on what time period the music is from. The article explains how solfedge was created. The article gives a history of music from many different cultural backgrounds.
I have experienced all three forms of learning music. I have learned from a teacher in school how to read music, and play the French Horn. I have informally learned how to play chords on a guitar from my father. I have learned from culture, different songs, and musical rhythms. I have grown up with music all around me. My parents sing all the time, just because they want to, which influences me greatly in my love for music. I have learned from them, and from popular culture.
I agree with this article because I have experienced all of these forms of learning. Music is very important in culture, and it influences everyone. People learn from schools, family, and the culture of society. Schools are important for learning the math and technicalities behind music, which is important for understanding why people prefer certain music and sounds to others. This formal learning comes from a deep history which started with Gregorian chant. This form of learning is used by many of today's societies as a way for people to better understand music.
Informal learning can be found everywhere. This is when a parent, friend or neighbor help you learn something musically without getting detailed. An example would be your brother teaching you how to play the drums. There is no formal schooling, and you are being taught by someone you know personally. This is found in all cultures, and is a primary way of teaching, or learning music.
Unconscious learning is perhaps the most important form of learning. This learning happens without you realizing it. This is when the culture of your society effects what you know about music. An example of this would be a nursery rhyme that you learn as a child. There is no one directly teaching you how to sing the song, but you learn it, and are able to sing the song. Culture plays a large part in what kind of music we learn and how we learn it.
Adamson, David N. (2006). The business side of OMEA.
This article is about how the exhibits at OMEA conferences help you, and how you can help them. The article talks about the reasons the businesses come to show their products. The businesses are there, because they sell products that help music educators with their jobs. When a member of the OMEA finds a product they would like to buy, from an exhibit, they should tell the business that it was from the conference, so the business continues to go. These exhibits help the members of OMEA find the supplies they need to succeed, which are important to the organization.
I agree with this article because the exhibits help the businesses sell products they have. The companies are able to show OMEA members new products, and old products that could be useful. without the fair, the companies would have a hard time selling products, because consumers may not know the product exists. This exhibit helps the companies get their products known. It also provides feedback for the companies, which can help them improve in the future.
The consumers and members also benefit for these exhibits. The consumers are able to see what products are on the market, and where they can find them. If a band director needs something for their band, they need only walk around, and they will be able to find what they need, and find a high quality product. The products that are advertised at a convention may be something an OMEA member would not otherwise find.
Barton, Gary. (2009). Getting the most out of going to convention.
This article is about how to spend your time wisely at conventions. If you do not spend your time wisely, you will not learn anything valuable. You should plan to attend as many events as possible. You should attend workshops for all age groups regardless of what your specialty is, because you can always learn from what is above or below your specialty level. If there is a concert, you should attend because you can learn about the literature, the level of the children and it can inspire you. You should always have fun at conventions, and try to learn as much as possible.
I have been to only one convention in my college career. I went to as many workshops as possible, and I learned a lot. The workshops motivated me, and helped me realize what I needed to improve, and how I could improve myself. I attended the concert, and it was amazing. I was very impressed and I loved the music.
I agree with the author because he believes that if you do not learn something, then you did not go to enough events. There is so much to do at a convention, and it is so easy to learn new things. If you spend your time wisely, you can learn how to improve. The concert is a big part of the convention. The concert helps you hear and learn new literature, and how talented, or advanced a group needs to be to play it. It can inspire you to find music like the pieces played, or as challenging as what was played.
Thomson, John. (2010). What we learn along the way.
This article is about what a director can d to become better. The author wishes he had known what he does now, when he started. He says that you cannot do everything on your own, and you need to ask for help from other people. Also you need to trust the students to get their job done. Though students are used to having everything done for them, you must teach them how to be successful and work hard. You must also focus less on what you want to play, and more on what will help your students learn.
I agree with this article because a director must depend on other people as well as themselves, because one person cannot get everything done by themselves. If a director has students take responsibilities, the students are given a position of responsibility, and the director has more time to finish their work on charts, or drills. A director must also be prepared, and expect their students to be prepared. Also one must appreciate the custodians and secretaries, because they do the dirty work, and will be more willing to help you if you show your appreciation.
Music 23241
9/22/11
Campbell, Patricia. (2008). Musician & Teacher Chapter 3.
The article is about the importance of listening to music. There are many ways to play music, and to be truly musical you must listen first. There are three different ways of learning music, formally, informally, and unconsciously. Formal would be a teacher in school teaching a student how to play music. informally would be like a parent teaching their child something musically. unconsciously would be influences from culture. There are many ways to play music, and you don't always need to follow the notes written on a page, exactly. The formality of the music generally depends on what time period the music is from. The article explains how solfedge was created. The article gives a history of music from many different cultural backgrounds.
I have experienced all three forms of learning music. I have learned from a teacher in school how to read music, and play the French Horn. I have informally learned how to play chords on a guitar from my father. I have learned from culture, different songs, and musical rhythms. I have grown up with music all around me. My parents sing all the time, just because they want to, which influences me greatly in my love for music. I have learned from them, and from popular culture.
I agree with this article because I have experienced all of these forms of learning. Music is very important in culture, and it influences everyone. People learn from schools, family, and the culture of society. Schools are important for learning the math and technicalities behind music, which is important for understanding why people prefer certain music and sounds to others. This formal learning comes from a deep history which started with Gregorian chant. This form of learning is used by many of today's societies as a way for people to better understand music.
Informal learning can be found everywhere. This is when a parent, friend or neighbor help you learn something musically without getting detailed. An example would be your brother teaching you how to play the drums. There is no formal schooling, and you are being taught by someone you know personally. This is found in all cultures, and is a primary way of teaching, or learning music.
Unconscious learning is perhaps the most important form of learning. This learning happens without you realizing it. This is when the culture of your society effects what you know about music. An example of this would be a nursery rhyme that you learn as a child. There is no one directly teaching you how to sing the song, but you learn it, and are able to sing the song. Culture plays a large part in what kind of music we learn and how we learn it.
Adamson, David N. (2006). The business side of OMEA.
This article is about how the exhibits at OMEA conferences help you, and how you can help them. The article talks about the reasons the businesses come to show their products. The businesses are there, because they sell products that help music educators with their jobs. When a member of the OMEA finds a product they would like to buy, from an exhibit, they should tell the business that it was from the conference, so the business continues to go. These exhibits help the members of OMEA find the supplies they need to succeed, which are important to the organization.
I agree with this article because the exhibits help the businesses sell products they have. The companies are able to show OMEA members new products, and old products that could be useful. without the fair, the companies would have a hard time selling products, because consumers may not know the product exists. This exhibit helps the companies get their products known. It also provides feedback for the companies, which can help them improve in the future.
The consumers and members also benefit for these exhibits. The consumers are able to see what products are on the market, and where they can find them. If a band director needs something for their band, they need only walk around, and they will be able to find what they need, and find a high quality product. The products that are advertised at a convention may be something an OMEA member would not otherwise find.
Barton, Gary. (2009). Getting the most out of going to convention.
This article is about how to spend your time wisely at conventions. If you do not spend your time wisely, you will not learn anything valuable. You should plan to attend as many events as possible. You should attend workshops for all age groups regardless of what your specialty is, because you can always learn from what is above or below your specialty level. If there is a concert, you should attend because you can learn about the literature, the level of the children and it can inspire you. You should always have fun at conventions, and try to learn as much as possible.
I have been to only one convention in my college career. I went to as many workshops as possible, and I learned a lot. The workshops motivated me, and helped me realize what I needed to improve, and how I could improve myself. I attended the concert, and it was amazing. I was very impressed and I loved the music.
I agree with the author because he believes that if you do not learn something, then you did not go to enough events. There is so much to do at a convention, and it is so easy to learn new things. If you spend your time wisely, you can learn how to improve. The concert is a big part of the convention. The concert helps you hear and learn new literature, and how talented, or advanced a group needs to be to play it. It can inspire you to find music like the pieces played, or as challenging as what was played.
Thomson, John. (2010). What we learn along the way.
This article is about what a director can d to become better. The author wishes he had known what he does now, when he started. He says that you cannot do everything on your own, and you need to ask for help from other people. Also you need to trust the students to get their job done. Though students are used to having everything done for them, you must teach them how to be successful and work hard. You must also focus less on what you want to play, and more on what will help your students learn.
I agree with this article because a director must depend on other people as well as themselves, because one person cannot get everything done by themselves. If a director has students take responsibilities, the students are given a position of responsibility, and the director has more time to finish their work on charts, or drills. A director must also be prepared, and expect their students to be prepared. Also one must appreciate the custodians and secretaries, because they do the dirty work, and will be more willing to help you if you show your appreciation.
Thursday, September 15, 2011
Readings #2
Annie Thiese
Music 23241
9/15/11
Eisner, Elliot W. (2003). Preparing for today and tomorrow
The article was about how the author feels about education today. The author feels very strongly that the schools are not teaching children what they need to succeed in life. Instead of focusing on test scores, the author suggests focusing on the individual students, and forming them into functioning humans in society. The author mentions a few ideas that would help students. The ideas the author has are to teach children judgement, critical thinking, meaningful literacy, collaboration, and service. These ideas, if taught to children, would help the children succeed in an ever changing world.
I had an English teacher in high school who taught us to always think critically. He believed that if students could not think for themselves, they would not be able to thrive in society. That teacher was excellent, and he made me think more than any other teacher I have had. Through that thinking, the students in his class were able to think differently than anyone else, and it became very helpful.
I agree with this author. Schools focus too much on test scores, and it is tearing society apart. When the students are trained to do well on tests, and that is all, they do not learn the essentials for when they grow up. All the student knows is how to do well on a test, not to think critically about life, or make decisions. This hinders the student and in doing so effects the future of society as well.
Society is controlled by the adults in it. Since the children are the future adults, they are the future of society. When the children are unable to think for themselves, or make decisions, or even support the other people in society, the society will become corrupted. The way the world is, is not set in stone, therefore when the future leaders of the society only know how to do well on tests, the society will slowly deteriorate.
The only way to stop the society from falling apart is to teach children what they need to know to make their own decisions and support the future society. Bringing in more classes that involve critical thinking, or collaboration, can help the society thrive. Unless the school systems change, and start teaching for the future of the students, the future of society will be full of people who know how to take a test.
Kantorski, Vincent J. (2005). Some characteristics of excellent teachers.
This article is about what makes a good teacher. The ideas in this article do not necessarily make a good teacher, but all good teachers seem to have all of the qualities discussed. The qualities that excellent teachers have are, knowledge of what they're teaching, passion for what they do, maintaining eye contact with students, listening to their students, uses humor appropriately, challenges students to succeed, is organized, and makes their students think. The author found that these were qualities that excellent teachers had. The author found this information by surveying students and researching.
I have had many excellent teachers through schooling. The teachers I have had stand out because of the ways they teach. They challenge their students, and make the students think for themselves. All of the outstanding teachers I have had, show these qualities in how they teach, and how they act.
I agree with the author because all of these traits help the teacher relate to the students. When a teacher challenges their student to succeed and makes them think, they are putting responsibility on the students. When a student is given a responsibility, they tend to succeed better than one with no responsibility. The responsibility gives the student a purpose, and causes them to care more about what needs to be done.
Students also like to feel like their important. When a teacher looks a student in the eyes, it shows that they are paying attention to that student, which makes the student feel important. Also when the student goes to their teacher with a problem and the teacher listens, they feel important. A bad teacher would not pay attention to their students, because they do not care, but a good teacher is teaching because they love students, and want to help any way they can.
The most important ideas an excellent teacher must have are to be organized, know the content area, and be passionate about the subject. If the teacher is not organized, then nothing will get done on time, and they let themselves down, and they let the children down. If a teacher knows very little about their content area, they are unable to teach it. You can only teach as much as you know. And finally, a teacher must be passionate about teaching their subject. A teacher who loves what they do, will never be boring, because they are eager to pass on their passion, and they want their students to enjoy their subject as much as they do.
Leonard, Mark. (2004). The qualities that make some band directors outstanding.
This article is about what makes band directors good. The author talks about successful directors, and what they did to become successful. Band directors will always meet challenges with parents, and schools and even students. The key to survival is to keep fighting for what you need. One prominent item in this article is how to treat the students. Students like discipline, and when you give it to them they respect you. A good director should know all of their students names, and have a professional personal relationship with each student.
My band director was always prepared. He knew what he wanted to get done, how to get it done, and when to get it done. He always showed respect to students, and knew everyone by name. He challenged his students by giving them responsibilities, and leadership positions.
I agree with this article because the author has good tips for becoming a future band director. One thing the author mentions that I agree with most is that new directors will face issues that they never expected. being a director is difficult especially in the first year at a school, because you have to start from scratch. The author warns that you must make small changes towards your final goal, or you will never make it. You cannot build a band program in a day.
The author says that you should know your students names, and respect them. When you know the names of your students, it shows that you care, and that you are happy to have them there. Students who are shown respect, will return the favor, and will respect you. When you put students in charge of leadership, it gives them a purpose. You must guide the student leaders though, or they will not know what is expected of them.
Students need discipline, and when it is given to them, they may fight it, but they appreciate it in the long run. if a student is acting up, you may find it hard to treat them with respect, but they will realize you care, if you continue to respect them. If you tell the students what you want to accomplish, and challenge them to make it happen in a fun way, they will be more than happy to help.
Music 23241
9/15/11
Eisner, Elliot W. (2003). Preparing for today and tomorrow
The article was about how the author feels about education today. The author feels very strongly that the schools are not teaching children what they need to succeed in life. Instead of focusing on test scores, the author suggests focusing on the individual students, and forming them into functioning humans in society. The author mentions a few ideas that would help students. The ideas the author has are to teach children judgement, critical thinking, meaningful literacy, collaboration, and service. These ideas, if taught to children, would help the children succeed in an ever changing world.
I had an English teacher in high school who taught us to always think critically. He believed that if students could not think for themselves, they would not be able to thrive in society. That teacher was excellent, and he made me think more than any other teacher I have had. Through that thinking, the students in his class were able to think differently than anyone else, and it became very helpful.
I agree with this author. Schools focus too much on test scores, and it is tearing society apart. When the students are trained to do well on tests, and that is all, they do not learn the essentials for when they grow up. All the student knows is how to do well on a test, not to think critically about life, or make decisions. This hinders the student and in doing so effects the future of society as well.
Society is controlled by the adults in it. Since the children are the future adults, they are the future of society. When the children are unable to think for themselves, or make decisions, or even support the other people in society, the society will become corrupted. The way the world is, is not set in stone, therefore when the future leaders of the society only know how to do well on tests, the society will slowly deteriorate.
The only way to stop the society from falling apart is to teach children what they need to know to make their own decisions and support the future society. Bringing in more classes that involve critical thinking, or collaboration, can help the society thrive. Unless the school systems change, and start teaching for the future of the students, the future of society will be full of people who know how to take a test.
Kantorski, Vincent J. (2005). Some characteristics of excellent teachers.
This article is about what makes a good teacher. The ideas in this article do not necessarily make a good teacher, but all good teachers seem to have all of the qualities discussed. The qualities that excellent teachers have are, knowledge of what they're teaching, passion for what they do, maintaining eye contact with students, listening to their students, uses humor appropriately, challenges students to succeed, is organized, and makes their students think. The author found that these were qualities that excellent teachers had. The author found this information by surveying students and researching.
I have had many excellent teachers through schooling. The teachers I have had stand out because of the ways they teach. They challenge their students, and make the students think for themselves. All of the outstanding teachers I have had, show these qualities in how they teach, and how they act.
I agree with the author because all of these traits help the teacher relate to the students. When a teacher challenges their student to succeed and makes them think, they are putting responsibility on the students. When a student is given a responsibility, they tend to succeed better than one with no responsibility. The responsibility gives the student a purpose, and causes them to care more about what needs to be done.
Students also like to feel like their important. When a teacher looks a student in the eyes, it shows that they are paying attention to that student, which makes the student feel important. Also when the student goes to their teacher with a problem and the teacher listens, they feel important. A bad teacher would not pay attention to their students, because they do not care, but a good teacher is teaching because they love students, and want to help any way they can.
The most important ideas an excellent teacher must have are to be organized, know the content area, and be passionate about the subject. If the teacher is not organized, then nothing will get done on time, and they let themselves down, and they let the children down. If a teacher knows very little about their content area, they are unable to teach it. You can only teach as much as you know. And finally, a teacher must be passionate about teaching their subject. A teacher who loves what they do, will never be boring, because they are eager to pass on their passion, and they want their students to enjoy their subject as much as they do.
Leonard, Mark. (2004). The qualities that make some band directors outstanding.
This article is about what makes band directors good. The author talks about successful directors, and what they did to become successful. Band directors will always meet challenges with parents, and schools and even students. The key to survival is to keep fighting for what you need. One prominent item in this article is how to treat the students. Students like discipline, and when you give it to them they respect you. A good director should know all of their students names, and have a professional personal relationship with each student.
My band director was always prepared. He knew what he wanted to get done, how to get it done, and when to get it done. He always showed respect to students, and knew everyone by name. He challenged his students by giving them responsibilities, and leadership positions.
I agree with this article because the author has good tips for becoming a future band director. One thing the author mentions that I agree with most is that new directors will face issues that they never expected. being a director is difficult especially in the first year at a school, because you have to start from scratch. The author warns that you must make small changes towards your final goal, or you will never make it. You cannot build a band program in a day.
The author says that you should know your students names, and respect them. When you know the names of your students, it shows that you care, and that you are happy to have them there. Students who are shown respect, will return the favor, and will respect you. When you put students in charge of leadership, it gives them a purpose. You must guide the student leaders though, or they will not know what is expected of them.
Students need discipline, and when it is given to them, they may fight it, but they appreciate it in the long run. if a student is acting up, you may find it hard to treat them with respect, but they will realize you care, if you continue to respect them. If you tell the students what you want to accomplish, and challenge them to make it happen in a fun way, they will be more than happy to help.
Thursday, September 8, 2011
Readings #1
Annie Thiese
Music 23241
9/8/11
Bianco, Robert S. (1974). Ohio's first school band contest.
Fostoria Ohio hosted the first ohio band contest in 1924. The citizens of Fostoria decorated the city to welcome the eight secondary bands that came to take part in the contest. For the contest, all bands were required to play three things: a march to warm up the band, an assigned composition, and a musical composition chosen from a list of twenty. All but one of the eight bands competed and were judged. On the last day of the contest, the bands were told the winner of the contest. The winner was The Fostoria High School Boy's Band, and the director, John W. Wainwright, was given a new trumpet.
Sanders, Paul D. (2001). Important influences on the introduction of music education in ohio
This article is about the struggle that it took to bring music education into Ohio. The Western Literary Institute played a large role in bringing music education into Ohio. The article talks about a man named William Nixon, who spoke at a Western Literacy Institute meeting. Nixon discussed that music had a good effect on studies, and that a group of ladies in Ireland did better in their other classes if they were involved in music. Altogether the article was about how music education became part of Ohio, and what Ohio teaches.
Campbell, Patricia. (2008). Musician and teacher. Chapter 1
This chapter is about becoming a music educator, and why you should. Going into music, you can learn to do many things, with the basics you have. If music is something you are passionate about, you have an exciting career before you. Many people want to be music educators, for different reasons, and none are more important than others.
I have had experiences in my life which have collectively made me passionate about music. The passion I have can help me greatly in the profession, because it is something I love to do. I hope to pass on my passion to others, through teaching. Being a music teacher means not only teaching your main focus, but also all of the other concepts of music.
I agree with this article, because there are many forms of music, and they are all connected. If one person knows how to read notes, and play them on an instrument, they can also read notes and sing them. To teach music one must be good at all types of music, and should be able to teach under any genre of music.
Campbell, Patricia. (2008). Musician and teacher. Chapter 2
This article is about the need for music. A music teacher will need to be able to defend music education if their school system wants to shut down the program. Music is cultural and can be passed down to younger generations. It is the job of a music educator to inspire the students, and help them find a passion for music. All through history music has been seen as one of the most important things to humans.
Music is and always has been important to me. I would like to become a teacher to spread my passion to the children I will teach. Early civilizations valued culture highly, and through that music was seen as very important. Music effects everyone, and helps people realize who they are as a person, and what they have a passion for.
Music 23241
9/8/11
Bianco, Robert S. (1974). Ohio's first school band contest.
Fostoria Ohio hosted the first ohio band contest in 1924. The citizens of Fostoria decorated the city to welcome the eight secondary bands that came to take part in the contest. For the contest, all bands were required to play three things: a march to warm up the band, an assigned composition, and a musical composition chosen from a list of twenty. All but one of the eight bands competed and were judged. On the last day of the contest, the bands were told the winner of the contest. The winner was The Fostoria High School Boy's Band, and the director, John W. Wainwright, was given a new trumpet.
Sanders, Paul D. (2001). Important influences on the introduction of music education in ohio
This article is about the struggle that it took to bring music education into Ohio. The Western Literary Institute played a large role in bringing music education into Ohio. The article talks about a man named William Nixon, who spoke at a Western Literacy Institute meeting. Nixon discussed that music had a good effect on studies, and that a group of ladies in Ireland did better in their other classes if they were involved in music. Altogether the article was about how music education became part of Ohio, and what Ohio teaches.
Campbell, Patricia. (2008). Musician and teacher. Chapter 1
This chapter is about becoming a music educator, and why you should. Going into music, you can learn to do many things, with the basics you have. If music is something you are passionate about, you have an exciting career before you. Many people want to be music educators, for different reasons, and none are more important than others.
I have had experiences in my life which have collectively made me passionate about music. The passion I have can help me greatly in the profession, because it is something I love to do. I hope to pass on my passion to others, through teaching. Being a music teacher means not only teaching your main focus, but also all of the other concepts of music.
I agree with this article, because there are many forms of music, and they are all connected. If one person knows how to read notes, and play them on an instrument, they can also read notes and sing them. To teach music one must be good at all types of music, and should be able to teach under any genre of music.
Campbell, Patricia. (2008). Musician and teacher. Chapter 2
This article is about the need for music. A music teacher will need to be able to defend music education if their school system wants to shut down the program. Music is cultural and can be passed down to younger generations. It is the job of a music educator to inspire the students, and help them find a passion for music. All through history music has been seen as one of the most important things to humans.
Music is and always has been important to me. I would like to become a teacher to spread my passion to the children I will teach. Early civilizations valued culture highly, and through that music was seen as very important. Music effects everyone, and helps people realize who they are as a person, and what they have a passion for.
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