Albertson, Michael. "Power to the People! Protest Music in the Classroom." Music Educators Journal 101.1 (2014): 21-22. National Association for Music Education, Sept. 2014. Web. 7 Nov. 2014. <http://journals.ohiolink.edu/ejc/pdf.cgi/Albertson_Michael.pdf?issn=00274321&issue=v101i0001&article=21_ibpttppmitc>.
Michael Albertson’s arcticle “Power to the People! Protest Music in the Classroom” talks about his experience as a music instructor teaching a class centered around music but not playing music. The ideas he has for this class don’t just apply to a music associated classroom. Music is an important tool just like technology that should be taken advantage of and used in any classroom to help further knowledge.“Most days began with a listening—a musical prompt that served as the diving board for the ensuing discussions” (21). Albertson used music as a way to create discussion in the classroom. A history teacher talking about the 1970s could play different famous songs as the kids are coming into class so that as they get their materials out, they are listening to the music and picking up on different songs that they might already know such as American Pie by Don McLean.“The majority of the activity consisted of making connections between song lyrics and the lived experiences of the students” (21). Teachers should understand that students are more likely to participate if they feel they can relate to the class discussion. One of the easiest ways to make students feel information relatable is through music. “All of a sudden, a student who rarely participated or handed in work would be sharing per- sonal experiences with the entire class and making clear arguments” (21). “To see students exploring new ideas, making connections to their lives, and taking action—what more can we ask for as educators?” (22).
“Music is a science particularly productive of a pleasure that no state of life, public or private, secular or sacred; no difference of age or season; no temper of mind or condition of health exempt from personal anguish; nor, lastly, distinction of quality, renders either improper, untimely, or unentertaining.” (22)
—Samuel Pepys, Letter to the Master of University College, Oxford (1700); quoted in Ian Crofton and Donald Fraser, A Dictionary of Musical Quotations (1985)
Garrison, Jim. "Learning Identity: The Joint Emergence of Social Identification and Academic Learning, by Stanton Wortham." Educational Studies 40.3 (2006): 327-331. Perspectives on Identity. Lawrence Erlbaum Associates, Mar. 2006. Web. 7 Nov. 2014. <http://journals.ohiolink.edu/ejc/article/egiissn=00131946&issue=v40i0003&article=327_brpoilaalbsw>
Jim Garrison has a different perspective than the others I have used for my proposal. He takes more of a philisophical approach than concreate evidence. He states, “Education is always about the formation of personal identity, or what Wortham calls “the sociological self” that emerges through “contingent” processes of “social identification” (327). Each student idetifies differently and therefore learns differently. As teachers it is our job to encourage this individualism and help them achieve academically. We must explore all opportunites for learning. Music is a vital tool and can help expand ideas and encourage answers that might not have been thought of using other methods. “Human beings acquire their personal identity and sense of self by participating in the social practices of a culture, including its tools and linguistic patterns” (328).
Hendricks, Karin K., Tawnya D. Smith, and Jennifer Stanuch. "Creating Safe Spaces for Music Learning." Music Educators Journal 101.1 (2014): 35-40. National Association for Music Education, Sept. 2014. Web. 7 Nov. 2014. <http://journals.ohiolink.edu/ejc/pdf.cgi/Hendricks_Karin_S.pdfissn=00274321&issue=v101i0001&article=35_cssfml>.
Karin K. Hendricks talks about students feeling safe in their classroom environment. This is key to students feeling that they can learn and participate in the classroom. “When students are valued for their differences, they may enjoy more personalized learning experiences and may be motivated by goals that are related to their own needs and interests” (36). Childhood and Adolecense are difficult times and feeling that your differences aren’t accepted in the classroom can just add stress to a child’s life. Music is something everyone can form a reaction to good or bad. It can help create connections in the classroom environment that can increase learning overall. “Creativity in the workplace has been found to be positively associated with joy and love, and negatively associated with anger and fear, and the detrimental effects of fear upon learning and productivity have been demonstrated through decades of brain research” (37). Music is known to help increase creativity in people’s minds. By using music in a classroom it shows that a teacher is willing to try different things. “Students can sense the genuineness of a caring teacher whose focus and mental investment is demonstrated through specific constructive feedback” (38). No matter the age students are very perceptive of their teachers and how they interact with their students. We all remember the annyoing substitutes who talked to us like we were two when we were in 5th grade. Students are always watching their teachers because they see them as role models. If a teacher is willing to try new things, often the student will be willing to try them too. “Safe spaces are created when teachers adapt the learning environment and repertoire to the students’ social, emotional, and physical needs. This includes developing individualized teaching approaches and activities that relate to a student’s age, interests, or particular abilities” (38). A teacher needs to be able to create an environment that the students can thrive in socially, emotionally, physically and academically. It doesn’t matter what the curriculum is or who the teacher is, it matters that the student feels comfortable learning. A teacher should be able to use all the resources at their exposal, including a powerful tool like music.
Nielsen, Lance D. "Archiving Teaching Effectiveness." Music Educators Journal 101.1 (2014): 63-69. Www.nafme.org. National Association for Music Education, Sept. 2014. Web. 7 Nov. 2014. <http://journals.ohiolink.edu/ejc/pdf.cgi/Nielsen_Lance_D.pdf?issn=00274321&issue=v101i0001&article=63_teate>.
Lance D. Nielsen describes important ideas for music teachers. I believe that these characteristics of an effective teacher apply to all teachers and can help show the importance of music and their ideas in any classroom. “An effective teacher consistently uses a variety of classroom practices that foster the intellectual, social, and emotional growth of all students, resulting in measurable growth that can be documented in meaningful ways” (63). Every student learns differently and a great way to make sure a student understands the material is to present it in different ways. One way can include music. Think of the civil war documentaries shown in social studies classrooms. How many of us if we were to hear the tune of ashokan’s farewell would recognize it? Probably not by name, but we would recognize it from those documentaries and probably relate it to Abraham Lincoln or generalize it as the civil war. Another example of Music in education is School House Rock. I remember my fourth grade teacher playing different songs from the video to teach us adjectives one day, our 3 times tables the next. “Teaching is a highly complex human activity. Each discipline and classroom has unique characteristics” (69). Each student should be recognized and cherished for their individuality. Students learn in vary different ways and it’s the teachers job to come up with an aray of opportunities to learn. Music can be a valuable tool in any classroom.
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