I like that educators are reaching out to technology and playing with the definition of a musical instrument. Students would be some what curious as to how their everyday items could double as a musical instrument and ultimately attract them to join the ensembles.
The concept of using iPads as an instrument for students with special needs is truly magnificent. Especially since in our society today, many individuals know how to work cell phones/tablets by roughly the age of 3. This pre-learned skill set would allow those who may struggle with he many demands of multitasking that is music. There are so many things to think about during the making of music: posture, fingering, reading the sheet music, breathing, dynamics, etc. Having an instrument where posture and breathing aren’t absolutely necessary for success could help a student manage the multitasking a little better. In the end, their music educational experience would be less frustrating, hopefully increasing the positivity of their experience. This is not directly related to the text but was involved in it. A teacher at a conference said this against the new ideals of music education: “iPad ensembles and rock bands are not the way we should be heading We need to be seeking out students and exposing them to quality art” -Anonymous. Honestly this makes me irate. Art in itself is subjective, so the idea of ‘quality art’ doesn’t really exist. Clearly this teacher has a prejudice against rock bands and iPads, but who says these ensembles don’t have quality EDUCATIONAL aspects? Who says students attracted to rock bands would even consider looking into said ‘quality art’? If they were interested int he traditional music program, those students would be currently enrolled and relatively passionate already. We as educators should be striving to give our students the most positive education experience, I’m sure none of us would want to be the reason a student drops out or begins to hate a subject; or worse education in genera. (mini rant over). It is interesting how Williams compares an iPad to an oboe, specifically the part where he says “the person uses the instrument to create music” and mentions that different instruments are better depending on the situation. This does not mean that one instrument is superior to another. I think the concept of instrument equality does need to be reiterated occasionally, because even some professional musicians seem to have these beliefs. We are all equally capable regardless if we play the electric guitar, the piano or an iPad. I believe we as musicians can work towards breaking down this instrumental hierarchy by incorporating iPad ensembles and rock bands into our everyday curriculum. Williams, D. A. (2014). Another Perspective The iPad Is a REAL Musical Instrument. Music Educators Journal, 101(1), 93-98.
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The concept of media and technology is most definitely new on the education scene, but is also a huge aspect of our lives, and therefore a huge aspect of music. I feel as though it should be incorporated in the music education process, regardless of the musical context or genre. I understand that this is a controversial discussion, as some teachers are hesitant to even change their yearly repertoire, yet alone willing to consider bringing a computer into their classroom. The thing is, young people love technology. We LOVE technology, we carry little computers around with us everywhere and I guarantee that students would also love a project they could use their technology to create music.
Remixing or covering songs is a wonderful way for students to explore their capabilities. Students may also potentially feel a greater level of accomplishment as they reproduced a song that THEY made (even if they had a structure to guide them towards success). The most fascinating thing about these projects, is that each groups’ cover or remix would be completely different from the rest. This is because everyone’s perception of the same thing is unique, and every combination of ideas will reflect that. I think it’s SO COOL how an entire class could use the same song and none of them would have a similar composition. I feel as though students who may not be taking music by choice would be more so engaged by activities related to covering, sampling, remixing etc. It would shift their view of music class and what the reality of the experience might be. I understand that for many students who don’t identify as musicians they have a skewed vision of what music education is, as is brought on by many media platforms. We as educators have to play with the idea that every student’s background and experiences are different, and that they may have had some horrific music experiences in the past. It is also our job as educators to create a positive experience in our classrooms, by connecting to our students in ways that they feel empowered. Children younger and younger know how to use cell phones these days, many of them know how to use garage band (which is still a skill I need to work on), and I’m sure they would be thrilled to play around with different virtual instruments in a way that is ultimately educational. The idea that composers are beginning to provide the opportunity for their audience to respond to music with constructive feedback is lovely. This would shrink the barrier between the composer and the audience, and would bring the listeners and the composers closer. Also, it would help the artist improve in the long run because they can clearly see the areas that they could personally work on. In a way, they’re turning to their audience to educate them in future improvement and potential inspiration. I love it. Tobias, E. S. (2013). Toward Convergence Adapting Music Education to Contemporary Society and Participatory Culture. Music Educators Journal, 99(4), 29-36. I really enjoyed this article and all the ideas that Thibeault discussed. It is incredibly interesting to see improvisation from a teacher’s perspective, after being asked to improvise all my life.
I was never good at improvising, and it is still a skill I’m working on to this day. I think it is because of how I was educated in music, often just focusing on the work book without much time for any spur of the moment solos. I’m glad that educators are trying to move towards a different music strategy that is more about exploration than the book. I think as much as that teaching style is somewhat terrifying for all of us who have learned by the book, it will have an incredibly positive effect on our future music students. The concept of teaching through games is something I am familiar with, but only because my mother uses this strategy to teach her grade 3 classes each year. Before she discussed this with me a few years ago, I didn’t even acknowledge games as a way to engage students in their education. However, I do think that games are an incredibly powerful tool that allows teachers to get their concepts across and the children to have some fun while learning said concepts. Games are especially helpful when considering abstract technique (such as improvising), as most students these days are either terrified of the idea, or have never considered trying. They allow the space for mistakes without students feeling as though they’ve ruined the whole situation; it is after all a game. There is somewhat of a relaxation when we try to do something for fun versus attempting something new in the middle of a piece. Thibeault, M. D. (2012). The power of limits and the pleasure of games: An easy and fun piano duo improvisation. General Music Today, 1048371311435523. I think the idea of social identity is an important concept to keep in mind, regardless of the situation. In fact, I see people struggling with their social identity far more frequently than I would like to. Every person should feel valued, and frankly it’s our job as individuals to include everyone whether we are at school, at a party, or teaching in a classroom.
As an introvert, I have to say that I do know what it’s like to be the invisible student, but I often did it by choice. However, many individuals don’t choose when they want to be invisible, and are neglected unintentionally in the social aspect of their lives. The idea of an entire community of people neglecting an individual (intentionally or not) pains me. There is no reason not to at least include someone during the school day. It won’t take much of your time, and something as simple as a ‘hello’ with a wave in passing can immensely lift someones spirits. If I do actually become a teacher, it will be a goal of mine to create and maintain an environment where all people treat each other with respect. Sure ‘kids will be kids’ but kids also know when they are and are not being kind. It’s not hard to enforce respect, and as teachers students observe our every move; which should allow them plenty of opportunities to watch us respect everyone and everything around us. One thing many children don’t understand is that forming and maintaining a relationship takes many attempts at contact. The first few attempts at conversation on either end are not necessarily going to work, and it is encouraged that they continue trying! I did have an experience in my musical life where the people I was around honestly sucked, but the music was amazing. I decided to stay in the situation, and eventually the people who were negatively impacting me did leave the group. However, my sister also was in this situation and left as fast as she could, because the other members’ negativity was too much for her to handle. Music is a thing that many people enjoy, and it is our job as educators and peers to ensure that they are allowed to have the positive experience they deserve. Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within performing ensembles. Music Educators Journal, 34-38. During class on Wednesday, we talked about inclusion and I feel as though the idea of normalcy was described very well by Laura Curiale: Everyone wants to belong to a tribe. In the case of the article, we all theoretically want to belong to the tribe of society, to meet the culture of normalcy’s impossible standards.. and those who can’t will be set as outcasts.
I personally hate the idea of normalcy. ‘Normal’ is not a word I choose to keep in my vocabulary because it is discriminating in every sense, because nobody can really be normal, and those who are ‘normal’ generally aren’t being completely genuine. You can’t be like everybody else and be a unique individual with distinct ideas and beliefs. I’m dejected by the whole idea that we discriminate against disability, regardless of what it is. Simply because in some ways we are all disabled by our personal limits. It irritates me that society has decided that some personal limits are acceptable (ie being physically active, being married multiple times, having a diet based on fast food, etc), and other personal limits that are not (agoraphobia, anxiety, looking our age in our elder years—especially for women, those who don’t have the same abilities—whether the limit is physical or mental). We must not deem any life ‘abnormal’ just because they have a different way of learning, communicating, or moving. We must respect others as different from us as individuals (AKA everyone else). I think if we all could do this, regardless of others’ personal limits, anyone could feel included in our society. The most frustrating part of this article for me was the medical industrial complex section. Simply because in general the medical world should be there to support and assist us in dealing with our personal limits (whether the limit is strep throat, or paralysis), but in reality they are really just in the to create a wellness norm. The idea that we are only accommodating those with severe personal limits so that they can function with average physical and mental capacities is infuriating. We should not just assume that individuals would be happier with the average capacities, but rather ask them what they need to feel satisfied and what may help them IF they want it. Acceptance of everyone as individuals is an incredibly heavy concept, but if we get that down, imagine how great our world could be. Series, D. Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability. Retrieved from http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/ This article is interesting to me, purely because there is so much good information that is not necessarily contradictory to what we have previously experienced as music students and educators. I find Dawe’s opinions and ideals to not only push myself and my opinions based on my past experience; but they are somewhat inspirational.
Clearly there is a lack of creativity in most music education practices, which does create a level of vulnerability when we are asked to be creative. In my life, I can really only think of one opportunity where my teachers said ‘I want you to be creative’ and actually meant it in the full sense of the word. It was in senior vocal music, and we had been discussing four-chord songs that day. She suggested that we all take a four chord backing track and compose a medley of songs composed of the same chord progression. That was all the instruction we were given, and honestly it was probably the most fun group work project I had ever worked on. Every group had a completely different medley of songs, some had a story line, some just sounded really cool. Frankly, I’m glad I got to experience what it could be like to be creative in music, because before that moment I’m sure I didn’t know that being truly creative was an option in the classroom. I really resonate with the thought of being given more opportunities to be creative, and how it may decrease the level of vulnerability we feel when we are the teachers who are creating our teaching styles and practices. Up until the moment we begin teaching, we are given the criteria we are to meet and told precisely how to do everything, but there is nobody telling each individual music teacher how they should be teaching their class. There’s no voice saying “so you must do activity x before activity y, and this is the full manual on how to teach those subjects.” There is definitely some level of creativity in teaching. We must embrace the idea of being creative in creating our future curriculums, and be open to creative ideas provided by our students. Dawe, Lesley (2016) Fumbling Towards Vulnerability: Moving Out of the Familiar for Music Education's Sake. In: Canadian Music Educator, Vol. 57, No. 2, pp. 22-24. Available at http://openmusiclibrary.org/article/52795/. |
Annotated Bibliographies
This is where all of my opinions and ideas on the in class assigned readings will be posted |