For Thursday, read Wiggins' Teaching for Musical Understanding Chapter 3 and the draft chapter 3 by Wiggins available here.
These chapters are about the approach to teaching elementary music that we will be exploring throughout this semester, teaching music through problem solving. Please read these chapters and be ready to discuss it in class. As you read, come up with 3 comments or questions that you would like to talk about in class on Thursday and post them as comments to this blog.
If you have taken MUS 393 with me, you might have read these before. Please re-read these chapters from the perspective of elementary music.
Subscribe to:
Post Comments (Atom)
13 comments:
I think using open ended questions in class could be very valuable, especially for beginning students. In those types of questions, everyone can come up with a different answer and they can all be right in their individual ways.
What are some ways to get students to fix problems in an ensemble withouth learning by mimicking?
What sort of group projects would involve problem solving in the general music classroom?
I have a more general question...
The idea that "musical thinking is thinking in sound" is true-but since we are elementary methods, at what age can we start encouraging this thinking? Aren't some age levels not to a level of cogntive development that they understand musical thought? When do they technically stop learning by practice, likes, and dislikes, and understand music conceptually?
I actually went to a private school from K-8th that was based around the idea of the students understanding concepts instead of rote learning. It was all based around us figuring out the problem instead of the teacher lecturing to us. For example, they didn't really teach us that 5x5=25, but how do you get to the answer. I think this is what Wiggens is suggesting with posing problem solving questions in your class room. I found that it worked really well for me, as well as my siblings. I look forward to finding out how it'll work for my students.
I really like the detail the book goes into about the concept of making the students do it. This was really confirmation of what Dr. Buchanan tells us in methods class.
How would you utilize collaborative problem solving without having the issue of one student doing all the work?
I like the sample problems they give in the book. They really clarify the ideas the book brings up.
I think that incorporating problem solving into the classroom is a great idea, it can really test what the students know and understand. Does there ever reach a point that too much accountability is left to the students? When it comes to listening to music, having students create a graphic representation of what they hear can check their understanding, sometimes more than asking, "What did you hear?" Using the term "problem" creates confusion, at least with me, because I am so used to it being a negative term.
the problem i find is that in an elementary education setting, how many?
of these teaching methods are really possible? listening is definately?
possible, but getting the students to perform in a general music?
setting can be very difficult, as well as creating music. In a general?
music setiing, getting the students to create their own music may be?
very difficult to do, the students may not yet possess the capability?
to create music effectively within any parameters that you would set?
for them.
I think the idea of learning concepts through problem solving is probably the best way to present the concepts. I don't easily see how it could be very effective doing it any other way for children this young and for simple concepts taught at this level. The best way to learn is to do something yourself (most likely with the aid of another in this case) so you completely understand the concepts. I think it is this level of understanding that needs to be met instead of just telling the students about form and what form is and "Hey kids that is what form is!" But then the students wouldn't be able to apply this knowledge as easily unless they were able to work with it and figure it out themselves. I just always wonder with this is when can a teacher go too far...or can one not?
after reading the chapter, i agree that simply asking students to mimick your actions is not challenging and does not help them with problem solving. the book offers many suggestions about ways they can solve the problem without being parrots, and i guess my question is what to do in the instance of an elementary children's chorus. i'm confused about what i should be doing as far as performance based problem solving because the singers are so young. mimicking is what most choir directors would turn to, but i don't want that to be my fix all solution. i want to know when is the appropriate age to start expecting a musical vocabulary and knowledge from the students that can help them solve their problems with their performances. i am not sure when a student is too young or if they are ever really too young to grasp actual musical concepts and use them in the context of analyzing their own performances.
amanda writtenhouse
Asking the students very open ended question can go either way, and I think that you just have to feel out the classroom. But, generally I would go with questions open ended enough to get the students to the musical aspects you want them to listen for. The only other question on the reading I have are based on student interaction in the area of mapping music. How do you get the students to create the type of graph you would?
Richard Barker
The way that it presents collaborative problem solving is great. The teacher has to pose a problem that has multiple solutions and not just one "right" answer. This will be a need for more conversations in the groups which will create more learning for the students since they might have different views on the situation.
Listening-based problems are another great way to get students to work together. You again could have students working together in groups since there is no one right answer and probably every student could come up with a different answer. Having the students draw a melodic contoured line showing the melody could help understand the form of the piece. So you could work on form and/or melodic contour with a lesson like this.
Creating-based problems are another avenue for group work as well. The great thing about these problems is that students could take multiple routes to come up with a solution to the problem. So you as the teacher could either give the students the option of composing, arranging, or improvising, or you could give them a little more structure if you feel that would work better by giving them only one to work with, or maybe limiting the instruments to use or other limitations that might help some students get on the right track if they are having trouble.
NeyJsm [url=http://nba27.webnode.cn]英超赛程表[/url] YeaIpg [url=http://nba28.webnode.cn]新浪NBA直播吧[/url] QerPvf [url=http://nba29.webnode.cn]新浪体育NBA直播[/url] JtoTws [url=http://nba30.webnode.cn]足球直播[/url] ImmAwt [url=http://nba31.webnode.cn]英超宝贝[/url] FdmJzi [url=http://nba32.webnode.cn]新浪体育NBA直播[/url] XlhUzi [url=http://nba33.webnode.cn]NBA直播视频直播[/url] RegIry [url=http://nba34.webnode.cn]NBA直播热火[/url]
RerRqv [url=http://nba35.webnode.cn]NBA直播视频直播[/url] EmaFys [url=http://nba36.webnode.cn]新浪体育NBA直播[/url] MxvHno [url=http://nba37.webnode.cn]吻球网足球直播[/url] AojYuc [url=http://nba38.webnode.cn]NBA直播[/url] BcoUns [url=http://nba39.webnode.cn]天下足球直播[/url] XgjOtu [url=http://nba40.webnode.cn]足球直播[/url] NigNbe [url=http://nba41.webnode.cn]英超宝贝[/url] WdxShi [url=http://nba421.webnode.cn]天下足球直播[/url]
SoeGnl [url=http://nba115.webnode.cn]NBA直播吧[/url]VwsVge [url=http://nba12.webnode.cn]新浪NBA直播[/url]XscRjo [url=http://nba13.webnode.cn]NBA直播表[/url]QwnHev [url=http://nba14.webnode.cn]NBA直播热火[/url]VekHfi [url=http://nba15.webnode.cn]NBA直播[/url]PdpCup [url=http://nba16.webnode.cn]英超赛程表[/url]WugCfh [url=http://nba170.webnode.cn]NBA直播[/url]MbdMuw [url=http://nba18.webnode.cn]英超宝贝[/url]
[url=http://tt5252.com/]博彩通[/url]
[url=http://tt2929.com/]博彩网[/url]
GqpVmc [url=http://nba197.webnode.cn]NBA直播吧[/url] QwrWmx [url=http://nba20.webnode.cn]天下足球直播[/url] MblHrb [url=http://nba21.webnode.cn]NBA直播湖人[/url] NxuEkp [url=http://nba22.webnode.cn]NBA直播视频直播[/url] UiwHys [url=http://nba230.webnode.cn]腾讯NBA直播[/url] IqnYww [url=http://nba249.webnode.cn]天下足球直播[/url] FbdXos [url=http://nba25.webnode.cn]新浪NBA直播吧[/url] XjhCdx [url=http://nba26.webnode.cn]腾讯NBA直播视频[/url]
Post a Comment