I love teaching. It is the one area in my life where I feel absolutely confident about my abilities. When I teach I feel like the person I was meant to be, and all doubt about what I can and cannot do disappears. It was the same when I was teaching the 6th Grade Band at CJMS.
The previous day Becky had taught, and at the beginning of her teaching episode, before the students had found their seats, I tried helping to rally the players. The students had begun talking and were not focusing on finding chairs or music stands and preparing to play for their new instructor, Becky. I will admit that I raised my voice a bit, but in my mind it was to get their attention and let them know we meant business: we were not there to talk with our friends...we were there to learn, and we needed to show respect to the instructors, even if they are college students. The students did not seem upset by my raising my voice (though, really, I just tapped in to the acoustics I've learned in singing and projected my voice). On the ride back to class, however, Becky told me that I came across as yelling, and suggested that I tone it down when I teach the next day. I had her drop me off at my house, where I immediately burst in to tears around my husband, recounted the conversation, and asked him if he thought I came across as mean. Thank God for my husband, because without him I have a very difficult time calming down. He boosted my confidence and told me to just teach how I know. I have a different teaching style to Becky, and I shouldn't hold myself to her standards.
So the next day I entered the World Music classroom with the 6th Grade Saxophone players with a plan in mind. I had reviewed the music, listened to each piece dozens of times, and had narrowed each composition down to a few measures that, to my mind, appeared to be the most difficult. In the minimal time I had I was able to work through all the pieces I had planned, and even taught the students an easy way to remember a rhythm with which Mrs. Nelson said they were having difficulty. I had taught the students the rhythm at the beginning of our time together, and reviewed it at the end as well to ensure they retained that knowledge. To my great delight they did! Each student could play the described rhythm after playing other pieces for extended periods of time!
I really do love teaching. Every time I teach I feel like the person I have always dreamed of being. I always end each teaching opportunity feeling confident, successful, and beginning to form ideas of how that particular lesson can be expanded into the next. I feel completely satisfied in my career choice, and, after ten years of college, I am eager to start.
Thursday, March 1, 2012
CJ Primary Observation
My first day observing the CJMS 8th Grade Band was certainly not what I expected. I had anticipated on observing teaching style, classroom management, and perhaps, were the time available, introducing myself to the ensemble. What I wound up doing was distributing music with Becky to the ensemble, as they had just performed a concert the previous week. This was most certainly a test for me, a non-band musician! While I know the instruments, and know generally where they are seated, I found myself asking students to direct me to where I certain performer was. During this time I kept my confidence up as much as possible, trying to maintain the appearance of authority with the students. Thankfully, this worked out well. The music was distributed, Becky and I introduced ourselves, and we enjoyed hearing part of the recording from the concert.
Recruiting for Beginners
Since I decided to become a music teacher I have had one main ambition: To teach kids to love music. In my mind, love is synonymous with having an outside person, object, or thing leave an indelible mark on ones desires. That is what I hope to impart on my students. When they walk away from a beginning instrumental music class, I want them to feel as if they cannot go through life without some sort of music. I want them to feel as if their instrument, whatever it may be, is not only an enjoyable pastime, but is also an extension of their emotional self. At the same time, I want them to feel as if playing music is fun. The best way to engage students, I feel, is providing them with a fun and emotional connection to something.
My hope, therefore, is to have students learn more than the basics. Yes, they will be learning how to accurately play, assemble, and handle the instruments. However, they will not be restricted to repertoire in their methods book. My students will be given opportunities to play original compositions (which can be done in groups). More than that, students will also listen to examples of trained musicians playing their instruments as solo instruments, as well as in background to their favorite songs, television shows, and movies. Basically, I want my students to learn to play the instrument, have fun with what they play, feel proud of their playing, and hear what sort of quality they can obtain with practice and dedication.
Of course, before any of the above is possible, I must get students in to my program. This is not limited to the first few weeks or even months before the instrumental program begins, however. From the early years of grade school I will have my students hear quality music and begin to make connections to how it is used throughout everyday life (such as on the radio, in the store, or at the doctor's office). Through this I will attempt to establish an emotional connection between my students and instrumental music.
From there I will use the skills I have acquired dabbling in Photoshop to create an eye-catching poster to grab the students' and the parents' attentions. I would also have a "meet-and-greet" type of day, where students can "meet" the instruments first hand and try them out. If I am teaching in the Bozeman area, I will set up a field trip to attend MSU's "Petting Zoo" as another way of introducing my students to their playing possibilities. Then my students will each have a card on which to write their name and rank the two instruments they would be most interested in playing.
Whether or not any of my ideas will work in an actual classroom, I do not know. What I do know, however, is that the best way to engage anyone is to have them get emotionally involved and have fun. Those will be my main goals when teaching first year instrumental music.
My hope, therefore, is to have students learn more than the basics. Yes, they will be learning how to accurately play, assemble, and handle the instruments. However, they will not be restricted to repertoire in their methods book. My students will be given opportunities to play original compositions (which can be done in groups). More than that, students will also listen to examples of trained musicians playing their instruments as solo instruments, as well as in background to their favorite songs, television shows, and movies. Basically, I want my students to learn to play the instrument, have fun with what they play, feel proud of their playing, and hear what sort of quality they can obtain with practice and dedication.
Of course, before any of the above is possible, I must get students in to my program. This is not limited to the first few weeks or even months before the instrumental program begins, however. From the early years of grade school I will have my students hear quality music and begin to make connections to how it is used throughout everyday life (such as on the radio, in the store, or at the doctor's office). Through this I will attempt to establish an emotional connection between my students and instrumental music.
From there I will use the skills I have acquired dabbling in Photoshop to create an eye-catching poster to grab the students' and the parents' attentions. I would also have a "meet-and-greet" type of day, where students can "meet" the instruments first hand and try them out. If I am teaching in the Bozeman area, I will set up a field trip to attend MSU's "Petting Zoo" as another way of introducing my students to their playing possibilities. Then my students will each have a card on which to write their name and rank the two instruments they would be most interested in playing.
Whether or not any of my ideas will work in an actual classroom, I do not know. What I do know, however, is that the best way to engage anyone is to have them get emotionally involved and have fun. Those will be my main goals when teaching first year instrumental music.
Saturday, February 25, 2012
F.E. Blog #2 -- High School Pep Band
What an adventure observing the Bozeman High School Pep Band turned out to be! The call time I was given to be at the High School was 3:15, and so I had made plans for my brother to watch my children. As 2:55 rolled around, he was no where in sight, and I soon learned that he had forgotten his duty as babysitter. I hurriedly got my two little ones ready to leave the house and was in the process of telling them how to behave at the school when a knock startled me: my brother had been awakened by our mother, and despite being sick with a cold, was here to watch the children. By this time I had already promised my daughter that she would get to see a real basketball game, and given that her school had been given the privilege of having a Harlem Globetrotter come and entertain the student body, my promise to her was one that I could not easily break without much wailing and gnashing of teeth. So my children, my brother, and I headed out in the cold, gray afternoon to Bozeman High.
We parked behind the band room, only to find upon entering the building that it was deserted. Lights were blackened, gates sectioned off the corridors of the school, and note a life was to be found, save for that of my family and the family of Adam, who we ran in to when searching for answers. We all walked as a group to the South Gym where we knew the game would took place, and being still at a loss for where the Pep Band could be, decided to wait to learn more information. In the meantime, I fed my kids junk-food and sports drinks while we looked toward the back parking lot from the warmth of the BHS weight-room ramp.
Nearly an hour passed by before we saw any sign life stirring with instrument cases in hand, and when we did my family and I decided to wait until a larger crowd had assembled. I informed Adam that some band members were showing up, as he was in the gym watching the pregame with his lovely wife and daughter, and returned to watch for Mr. Berdahl, the instructor. When a substantial enough crowd had formed, we made our way out to wait for the director. The air was extremely cold while we waiting for him to come and unlock the door (which had apparently locked since we had all been in there before), and my children were soon anxious to get inside. Once Mr. Berdahl showed up, I introduced myself, as did Adam (who had also made his way down from the gym), and we began waiting for any further instruction. When no instruction was given we followed the band out the door, back in to the cold, and back to the gym where the game was about to begin.
I wish that I could say what I remember most about that day was the quality of the Pep Band. While I did find the Pep Band to be quite skilled -- I was amazed that all Mr. Berdahl had to do was conduct the first few measures before the band could carry itself through the rest of the piece -- I must admit that what struck me the most about the day was the difficulties in its beginnings. However, given the unnecessary and lengthy prose above, I will note what I did observe about the High School Pep Band:
1. The students were so comfortable playing with one another that, as I mentioned above, they could continue playing a piece without direct cuing from the conductor. What struck me most about this wasn't the idea that they could count, but more the idea that they could listen so well for being in High School. Granted, I base my assumptions on my younger brother who, although extremely bright and very talented musically, tends to not want to spare a free second to really listen to anyone other than himself. My beliefs are biased, and I am happy to say now, have been completely annihilated. Students can learn to be great listeners, as this band has proven, if they are taught by a gifted instructor.
2. Watching Mr. Berdahl, I was amazed how little attention he paid to his students, and how much he focused on the game. It was awe-inspiring to me, the way he knew the exact moments to begin the band, not to distract from the game, but to enhance it. He had a book of, what I could only assume were, plays of the home team, and was referencing that more than his musical scores. This was an aspect of directing a Pep Band that I had not considered before this experience.
3. There was no dynamic cuing -- just the carefully honed skills of the players. The students worked as one, despite having little visual reminders, to incorporate dynamic contrasts and phrasing in to their pieces. This was fascinating to me: how a group of so many students could make minute adjustments so succinctly, in order to play the music at their best. Again, I can only attribute this to having a highly skilled director in Mr. Berdahl.
I wish that I could remember more about the band, but I was quite distracted by my children once the game began, as both of them had now grown tired of remaining in one place for longer than 5 minutes. However, as has worked in the past, I'm sure I will remember further details about what I heard upon classroom discussions.
We parked behind the band room, only to find upon entering the building that it was deserted. Lights were blackened, gates sectioned off the corridors of the school, and note a life was to be found, save for that of my family and the family of Adam, who we ran in to when searching for answers. We all walked as a group to the South Gym where we knew the game would took place, and being still at a loss for where the Pep Band could be, decided to wait to learn more information. In the meantime, I fed my kids junk-food and sports drinks while we looked toward the back parking lot from the warmth of the BHS weight-room ramp.
Nearly an hour passed by before we saw any sign life stirring with instrument cases in hand, and when we did my family and I decided to wait until a larger crowd had assembled. I informed Adam that some band members were showing up, as he was in the gym watching the pregame with his lovely wife and daughter, and returned to watch for Mr. Berdahl, the instructor. When a substantial enough crowd had formed, we made our way out to wait for the director. The air was extremely cold while we waiting for him to come and unlock the door (which had apparently locked since we had all been in there before), and my children were soon anxious to get inside. Once Mr. Berdahl showed up, I introduced myself, as did Adam (who had also made his way down from the gym), and we began waiting for any further instruction. When no instruction was given we followed the band out the door, back in to the cold, and back to the gym where the game was about to begin.
I wish that I could say what I remember most about that day was the quality of the Pep Band. While I did find the Pep Band to be quite skilled -- I was amazed that all Mr. Berdahl had to do was conduct the first few measures before the band could carry itself through the rest of the piece -- I must admit that what struck me the most about the day was the difficulties in its beginnings. However, given the unnecessary and lengthy prose above, I will note what I did observe about the High School Pep Band:
1. The students were so comfortable playing with one another that, as I mentioned above, they could continue playing a piece without direct cuing from the conductor. What struck me most about this wasn't the idea that they could count, but more the idea that they could listen so well for being in High School. Granted, I base my assumptions on my younger brother who, although extremely bright and very talented musically, tends to not want to spare a free second to really listen to anyone other than himself. My beliefs are biased, and I am happy to say now, have been completely annihilated. Students can learn to be great listeners, as this band has proven, if they are taught by a gifted instructor.
2. Watching Mr. Berdahl, I was amazed how little attention he paid to his students, and how much he focused on the game. It was awe-inspiring to me, the way he knew the exact moments to begin the band, not to distract from the game, but to enhance it. He had a book of, what I could only assume were, plays of the home team, and was referencing that more than his musical scores. This was an aspect of directing a Pep Band that I had not considered before this experience.
3. There was no dynamic cuing -- just the carefully honed skills of the players. The students worked as one, despite having little visual reminders, to incorporate dynamic contrasts and phrasing in to their pieces. This was fascinating to me: how a group of so many students could make minute adjustments so succinctly, in order to play the music at their best. Again, I can only attribute this to having a highly skilled director in Mr. Berdahl.
I wish that I could remember more about the band, but I was quite distracted by my children once the game began, as both of them had now grown tired of remaining in one place for longer than 5 minutes. However, as has worked in the past, I'm sure I will remember further details about what I heard upon classroom discussions.
Purpose of the Resource Notebook
I tend to be a rather forgetful person, despite my best efforts. When it comes to matters of the house and family management, I can recall finite details with near perfect clarity, much to my husband's chagrin. When it comes to all other life obligations however -- appointments, oil changes, bills, birthdays, and even homework -- I tend to have vital information slip my mind. Having a resource notebook available for all categories of classes I have taken, especially one for instrumental instruction (the area in which I have the least confidence), would be vital to my teaching career. I think that it would help me in the following ways:
1. The Resource Notebook would, first and foremost, provide me with a resource, in which I will be able to quickly find lesson plans, teaching strategies, and other tips/techniques to help me when I am teaching.
2. As is alluded to above, the Resource Notebook will also serve as a sort of portfolio, keeping not only my notes from class, but also the assignments I feel best showcase my ability to teach.
3. Finally, the Resource Notebook will help me to see how I have grown as a student/teacher, allowing me to look back, evaluate my work, take into account my current situation, and understand where I can grow as a teacher.
1. The Resource Notebook would, first and foremost, provide me with a resource, in which I will be able to quickly find lesson plans, teaching strategies, and other tips/techniques to help me when I am teaching.
2. As is alluded to above, the Resource Notebook will also serve as a sort of portfolio, keeping not only my notes from class, but also the assignments I feel best showcase my ability to teach.
3. Finally, the Resource Notebook will help me to see how I have grown as a student/teacher, allowing me to look back, evaluate my work, take into account my current situation, and understand where I can grow as a teacher.
Thursday, January 26, 2012
My Core Values
We all have a central set of core values by which we live our lives. Whether or not we can put these values in to a verbal context is another matter entirely. We may wish to write our values down as a source of motivation to keep our families focused on the "big picture" when we might otherwise be "sweating the small stuff". We might also wish to write them down as a testament to our faith or other convictions. As for myself, I believe I may have to give a verbal contextualization to my core values for the purpose of answering the questions of a potential future employer or a parent of a future student, or to keep myself focused on the larger picture of my time teaching when I might otherwise get caught up in the exhaustion and trials of teaching impressionable and opinionated students. Suffice to say, providing myself with a list of my main values of teaching is important to my career and my mental well-being. Given previous discussions on teaching values, I have prioritized those that are at my core as follows:
1) Love children and desire to work with them, for every child can learn and has a right to learn.
2) Music is worthy of curricular study on its own right and exists for its own sake, and should not need justification to be included in the school curriculum.
3) The classroom is a place of safety, freedom or expression, and should be a place where children can discover and learn without fear of ridicule.
4) Have integrity -- Do the right thing, and do your best, whether someone is watching or not.
5) All classrooms, especially music classrooms, should be structured as communities that teach vital life skills: listening, cooperation, understanding, empathy, and self-confidence.
6) Be proud to celebrate your accomplishments, whether they be as a teacher or a student, whether they be small or large, and whether they seem significant or not: they are still important on their own merit.
1) Love children and desire to work with them, for every child can learn and has a right to learn.
2) Music is worthy of curricular study on its own right and exists for its own sake, and should not need justification to be included in the school curriculum.
3) The classroom is a place of safety, freedom or expression, and should be a place where children can discover and learn without fear of ridicule.
4) Have integrity -- Do the right thing, and do your best, whether someone is watching or not.
5) All classrooms, especially music classrooms, should be structured as communities that teach vital life skills: listening, cooperation, understanding, empathy, and self-confidence.
6) Be proud to celebrate your accomplishments, whether they be as a teacher or a student, whether they be small or large, and whether they seem significant or not: they are still important on their own merit.
Wednesday, January 18, 2012
Hello Future Me!
My dear Karen,
CONGRATULATIONS!! After ten long years of study you've finally obtained your Bachelors! Remember: It was all worth it. I know you originally came in to the Music Education field out of desperation. How else would you be near guaranteed to find a job upon graduation that would help support your family? But hopefully after the decade-long struggle to complete your educational goals you have come to the same realization I have: You are passionate about teaching. You have learned as much from Professor Harney and Jennifer Murphy, and hopefully from the rest of your cooperating teachers. Remember how much you loved helping teach the kids at Irving? Keep hold of that. You'll be tired. You'll wonder why you ever entered this field. You may even wonder if all the work you're doing is worth it in the end. But don't forget your love for teaching kids to love music. That's why you're in this -- why you've stuck with this degree through all the difficulties and stress -- and why you know you can continue on the path towards being a phenomenal teacher.
Okay, so you're teaching career didn't lead to a position like you thought it would. You're not teaching General Music...you're teaching a Junior High Band! How did that happen? You're probably beyond frightened by the prospect of your being unable to adequately teach your students since you yourself are not an instrumentalist. Stop worrying! I know that's been the motto of your life for God knows how long, but it's true. All music teaching comes down to the same core values:
Okay, so that last part may sound a little dire. Let's focus on the here and now: It's August and the school year starts in less than a month. Do you have enough time to relearn how to play all the instruments? Unlikely. However, you can review your Instrumental Methods notebook, as well as all your books from your techniques classes. Concentrate on the music your ensembles will perform this year, knowing it inside-and-out, and being able to conduct it in your sleep. Know each part like you know your child's voice: you'll know when something is wrong. It's easy to be overwhelmed. Don't be. Take what the previous instructor left you and adapt it to your teaching style. A lot of change for your students will not make for a great learning environment. Make small changes gradually, and above all, FOCUS ON THE MUSIC!! After all, isn't that what this is all about?
Be excited! You'll do great, even though this is all new. It's all about learning to adjust. You can learn anything, remember that. Don't be scared: Be confident. You are going to be a phenomenal teacher. And above all: Remember why you became a teacher.
You love every part of it, and it makes you blissfully happy.
All the best, Dear Karen.
Love,
You
CONGRATULATIONS!! After ten long years of study you've finally obtained your Bachelors! Remember: It was all worth it. I know you originally came in to the Music Education field out of desperation. How else would you be near guaranteed to find a job upon graduation that would help support your family? But hopefully after the decade-long struggle to complete your educational goals you have come to the same realization I have: You are passionate about teaching. You have learned as much from Professor Harney and Jennifer Murphy, and hopefully from the rest of your cooperating teachers. Remember how much you loved helping teach the kids at Irving? Keep hold of that. You'll be tired. You'll wonder why you ever entered this field. You may even wonder if all the work you're doing is worth it in the end. But don't forget your love for teaching kids to love music. That's why you're in this -- why you've stuck with this degree through all the difficulties and stress -- and why you know you can continue on the path towards being a phenomenal teacher.
Okay, so you're teaching career didn't lead to a position like you thought it would. You're not teaching General Music...you're teaching a Junior High Band! How did that happen? You're probably beyond frightened by the prospect of your being unable to adequately teach your students since you yourself are not an instrumentalist. Stop worrying! I know that's been the motto of your life for God knows how long, but it's true. All music teaching comes down to the same core values:
- Passion Breeds Passion: If you show your love for all things music through your words, your demeanor, and your daily preparations/teachings, then your students will learn to be passionate about music too. You're not just teaching them notes, you're teaching them to love what they do.
- Practice Makes Perfect: You practice so your kids can learn to practice. This may seem common sense, but remember that to many of your students this may be a foreign concept. It's your job to show them that practice isn't merely a requirement that needs to be met, but it can help build self-confidence, skill, and can come from and build a love of the instrument.
- Music is Auditory Emotional Expression: Teach your kids to express themselves through the notes on the page. Music doesn't have to be rigid. Every one of your students at some time in their lives will experience fear, hope, loss, love, and anger. Teach them to focus those emotions in to their work, so they can make the piece have greater depth than the harmonic structure.
- Love What You Do: We can't always get our way. You know this. Your life has been led by this fundamental concept since as far back as you can remember, and it will never deviate. But love is a choice. Sure you didn't expect to be teaching instrumental music. So what? You have to do it. You have a choice of being bitter about not being in your "ideal" job, or you can take what you're given, learn from it, and become the best instrumental teacher possible. It's your choice: Complain, or love what you do.
- Anyone Can Learn Anything: The brain is a remarkable thing. Every sensory input we gain creates and reinforces pathways for learning. You think you can't teach instrumental music because you didn't play an instrument? Wrong! You can learn anything. Remind your students of this. Remind yourself of this. The brain is a pliable tool, able to easily learn great things, and able to stop learning just as easily. Keep trying, and when you fail, try again. Remember: You never know what you are capable of until you have no choice but to do it. You are capable of greatness...allow yourself to be great.
Okay, so that last part may sound a little dire. Let's focus on the here and now: It's August and the school year starts in less than a month. Do you have enough time to relearn how to play all the instruments? Unlikely. However, you can review your Instrumental Methods notebook, as well as all your books from your techniques classes. Concentrate on the music your ensembles will perform this year, knowing it inside-and-out, and being able to conduct it in your sleep. Know each part like you know your child's voice: you'll know when something is wrong. It's easy to be overwhelmed. Don't be. Take what the previous instructor left you and adapt it to your teaching style. A lot of change for your students will not make for a great learning environment. Make small changes gradually, and above all, FOCUS ON THE MUSIC!! After all, isn't that what this is all about?
Be excited! You'll do great, even though this is all new. It's all about learning to adjust. You can learn anything, remember that. Don't be scared: Be confident. You are going to be a phenomenal teacher. And above all: Remember why you became a teacher.
You love every part of it, and it makes you blissfully happy.
All the best, Dear Karen.
Love,
You
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