MUSIC EDUCATION, simplified.       

MUSIC EDUCATION SIMPLIFIED.
 

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Subscribe to this list via RSS Blog posts tagged in Cooperative Learning
By Vivien L. Li: Parental involvement in a child's musical education is more important than before. Usually, the age when children normally begin learning musical instruments is the age when they need lots of encouragement and approval. Parental involvement can help foster their children's growth and at the same time see rapid results. Read further for the seven key ways you can be involved in your child's progress: 1. Be supportive of their choice of musical instrument. OK, you've never been very fond of loud noise, so it might be a little uncomfortable when your child tells you he wants to...
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The average music curriculum doesn’t address cooperative learning despite the fact music education is almost entirely based on working together to learn and perform as a group. With the rise of music technology classrooms, we are seeing a lower number of peer-to-peer activities. Students are locking into their monitors and primarily working alone. So how do engage students in cooperative learning when trying to use music technology? Turn to piano lessons! In piano lessons, students must learn and practice alone, right? And they have to have the goal of performing alone, on stage, to show just how good their piano lessons were,...
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Vygotsky theorized that a student should be taught based on their potential intelligence instead of teaching to their current intelligence. In the music classroom, students are constantly pushed forward while being given new ideas and concepts to apply to their instrument, their voice or their general music studies. Since this method is embraced in the music classroom, students of music are in the ideal situation to challenge themselves, build character and develop self-confidence. Dr. Ann Brown, an educational psychologist building on Vygotsky’s Zone of Proximal Development (ZPD), bolstered the importance of “student as teacher.” She added that a student should act...
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A music teacher could easily highlight character pillars or character building virtues so that students become aware of their actions. In my own music classroom, I did a small social experiment. My choir displayed exemplary conduct and demonstrated character while in my classroom. Not by accident, I did this by design. But I wanted to see if they exhibited the same virtues outside of my classroom during the rest of the school day.   I had a very simple rewards and acknowledgment system based on the above highlighting of the character traits and virtues instilled in my music room. There was...
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One of the many byproducts of music education is character development. Schools are justifying paying tens of thousands of dollars to bring in specialized consultants on how to bring ‘character’ to students who attend difficult inner city schools. And yes, these types of character development programs do have a positive albeit limited affect. Other school districts have adopted character development programs that have a centralized theme shared either amongst the classrooms or in creating a school culture. Again, these are great. But while they have a longer term effect than a consultant, these districts are overlooking the obvious. We can develop...
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Music education can create communities within school districts. This is an invaluable fact we should all embrace. But it begins with communities of music teachers working together. Teaching cohorts provide the professional support needed to identify and share best practices while empowering music educators with a feeling of community and security. It’s within these cohorts that teachers can identify needs, address budgeting concerns and band together for change creating an overall more positive experience. Our community provides inspirations for the individual music teacher to defend, advocate and secure their position, all of the information is exponentially more powerful when executed as...
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A music teacher could easily highlight character pillars or character building virtues so that students become aware of their actions. In my own music classroom, I did a small social experiment. My choir displayed exemplary conduct and demonstrated character while in my classroom. Not by accident, I did this by design. But I wanted to see if they exhibited the same virtues outside of my classroom during the rest of the school day. I had a very simple rewards and acknowledgment system based on the above highlighting of the character traits and virtues instilled in my music room. There was no...
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