Final Reflectioon

When we were given instructions for our final teaching assignment, Professor Schneider told us to consider changing our lesson, and doing something daring.  It may succeed, or go down in flames.  My lesson was a  mixed bag, for although the lesson was an engaging one, my choice of technology created problems that made the lesson less effective than it could have been.

Using my laptop with an outdated operating system, Windows 8, meant that it would not be compatible with newe technology.  That, in itself is a take-away for me.  I have been in the process of upgrading my technology and a new laptop is definitely on that list, but it is imperative to have the latest technology whenever you are teaching with technology in an untested environment.  My Powerpoint program worked fine at home, but in the UB classroom environment, anything that could go wrong . . . did. My technical difficulties threw me off, and I am sure made it difficult for my "students" as well.

My lesson focused on the musical style of Woodie Guthrie,  his influences and his influencers.  I wanted to focus on the NAfME standard of having students respond to the music and use concept words to describe what they heard.  Students were given cards with words such as "acoustic instrument," "humor," and "storytelling" to describe the songs that they heard.  The discussions then revolved around why they chose the words they did and how they related to the music. The students, despite the technology setback, were engaged in the lesson.  We did not have time to go through all of the listening examples.  Professor Schneider's comment afterwards suggested that students also explain why certain cards were not chosen.  I thought that was a great suggestion that would have extended the learning into a wider discussion of Folk music and its elements.  

In life, there are often no do-overs.  If I had to choose one, I would have like to do this assignment over.  But, in the end, I think the essence of the lesson was there, and even though the technology affected the overall delivery of the lesson, I think it did illustrate what could happen when technology interfaces with other technology.  It must be compatible, and ideally figured out beforehand.

My Thoughts on Rubrics

Many professionals dislike rubrics. When considering individual abilities, gifts and talents, I agree that a cookie-cutter approach to assessment may not be optimal. I still see value in the rubric as a guide to assessment, especially where nothing is in place to evaluate student performance, or the teacher leans too much into the realm of subjectivity.

 Two sayings come to mind when I consider rubrics. One, don't throw out the baby with the bathwater. Rubrics can be excellent for determining minimal to average standard assessments, to be sure. Second, if we look at any subjective endeavor as an "art," it becomes clear that assessments can fall into that category, especially in music and other performing arts. This brings me to my second saying: learn through rules and then break them. Rubrics are a guide. Is there a way to infuse some flexibility in them? I guess that defeats the purpose of rubrics; however, as Alfie Kohn notes in his article, The Trouble With Rubrics, they can be useful in the early stages of assessing a new lesson or program.  They do set parameters.  But leaning on them can make lazy teacher assessments.  I shudder to think that a teacher would share the rubric with the student, especially if some students would be motivated to conform strictly to the rubric and not go beyond their capabilities.

As we strive to see our students as individuals deserving of instruction that meets their learning styles and needs, we should also strive to assess their abilities and performance in a way that celebrates their individual achievements. Rubrics are a part of that endeavor, but they should not be the goal.

Fostering a Love of Music with "El Sistema"

 A movie that I would definitely show my students is Crecendo, The Power of Music. The documentary shows a remarkable afterschool program for transforming disadvantaged students into musicians.  El Sistema was started in the slums of Caracas, Venezuela and has become a global movement in social justice, providing music education under the philosophy that music unites, helps create better citizens, and makes the world a better place.

This movie is inspiring to me, and I had to consider that what inspires me may not hold the interest of my students.  However, I think the fact that the documentary's focus is on three young people and their musical journeys will interest students.  There is so much music in the documentary including students taking lessons and full orchestras performing that I think students will be inspired to see others their own ages learning music and enjoying the experience and explaining what playing music means to them.

Crecendo is a wonderful documentary that reminds me of how unifying music is and how much more we can all do to make sure that every child who wants to make music should be afforded the opportunity, regardless of social class.

Building Your Audience

Earl MacDonald 's take on building an audience was interesting. I imagine that your audience will depend on what music you are performing and how many members are in your performing group.

Changing venues to include spaces such as bookstores and even shopping malls can increase exposure.  Getting teaching colleagues on board with getting their students to attend concerts (and writing about it) for extra credit can add a few new faces, but I think audiences must be developed over time. Also there is a reality factor that must be considered. Each type of performing group probably has a quantitative equilibrium.  Some concerts will see larger audiences, some smaller, but it is important to know your core group of followers and be realistic as to how much you can grow an audience.

Offering a Senior's matinee is a suggestion; many seniors look for inexpensive afternoon entertainment and this can build a loyal following.

Short of mandating parents to attend, building an audience is a challenge, but social media is another tool, that can help grow an audience.

School Concerts and Performances: A Reflection

Last weekend, I attended a performance of West Have High School's Theater Workshop's production of 'Annie'.  I also attended CMEA on Friday and observed Prof. Schneider warming up the Seymour High School's a capella group for their honors performance at the convention.

I was not going to include the West Haven High play in my blog, but I decided on the merit that given the pit orchestra was the largest that I have seen in recent years, and made up of high School band members and an alumnus or two, they deserved a spot in my discussion. My main reflection on West Haven High School is that it takes time to build a music program, but with time and collaboration -minded colleagues and students, miracles can occur. The pit for 'Annie' consisted of about 13 musicians, Mostly students from the band program with a few exceptions.  In the past the pit consisted of a pianist, one violin, rhythm section, s n possibly someone doubling on flute and sax. This time there was a rhythm section, including a percussionist,  two violins and a cello, flutes clarinet, two saxophones and keyboard.

The good thing about having interested band students is you save money not having to hire professionals.  The band was good, although they did seem to drown out the singers in a few numbers.  It was inspiring to see growth in a music orogram.

At CMEA, I observed Prof. Schneider warming up his group. Being at the place of the performance, it was interesting to watch his routine.  The 13 members gathered around the piano for vocalizations and sang the first few bars of each number. Then they took their places on stage and sang one song, not entirely,  but a few minutes worth. I liked how encouraging the director was. He told them that they sounded great.  Not very loudly, but just enough for them to hear.  I stayed for their first selection. 'Ave Maria', a modern arrangement that reminded me of the style of Aaron Copeland. The a capella chorus was very good and they seemed excited to be there.  My understanding is that students must audition for this group. The certainly were very accomplished. Another thing I noticed about the chorus is that while waiting for their performance to begin, they were listening to the other choirs warming up, and they were enjoying the experience.  I thought that showed maturity, and their ability to enjoy the music of others in that setting.

Watching student rehearsals and performances is a good way to learn a bit of the craft of being a BOJC director.