The video from Richard Gill (2016a) provoked some interesting ideas on how to approach music. That students first need to fall in love with music before anything else. That students from a young age should start singing to appreciate music but also learn about melody, rhythm and that making music is being part of a community.
What was also fascinating that Richard Gill said is about understanding the value of music from Lady Ga-Ga to Mozart that we should start from the music that students love but expand to let students learn and improve themselves. To quote “A lot of people say, I know how we'll get to these kids, we'll do pop music all day, every day. Nothing wrong with pop music, but it's a bit like saying, I know how to feed these children. We're going to give them Mars bars every day.” Meaning that there is great value in pop music but there is a whole wealth of music to explore.
Therefore, as educators, we should encourage students to find their own path in music. There isn’t one option, there isn’t one repertoire for students to follow that is the correct way to teach music. The musician Francis Xavier(2016b) in the video shows how he was introduced to creating music by the community he was involved in and that music is made through sharing ideas and breeding creativity.
In Lucy Green’s book ‘Music, Informal Learning and the School: A New Classroom Pedagogy’ (2008) she talks about how informal learning by learning in friendship groups is a more authentic way of learning and students respond better to this way of learning. What happens is that students are able to see and understand why this way of learning is relevant to themselves and the impact it can have on themselves to create something worthwhile. That the tasks set are not arbitrary but instead exciting and engaging.
Green, L. (2008). Music, informal learning and the school: A new classroom pedagogy. Aldershot, England: Ashgate Publishing Ltd.
The University of Sydney (2016a) The Place of Music in 21st Century Education. Available at: https://coursera.org/share/756064bb20bc2b5141b902b7e6011188 Accessed On 31st July 2020
The University of Sydney (2016b) The Place of Music in 21st Century Education. Available at: https://coursera.org/share/6d292c233bf19e3d8e1382c2250ff561 Accessed On 31st July 2020
This is short video on my musings of my educational philosophy of teaching music.
OnTask 1 - Online MOOC
Outlining your position on the question of how much technology and the cultures around digital technology should influence education, and music education, in the 21st Century. My response
For myself, music education embraces technology because it makes music more accessible to students of all ages and abilities. Just like the first video in the course from Northern Beaches Christian School in Australia they promote mixing year groups to extend the learning of younger students and the consolidation of learning for older students (The University of Sydney, 2007a). What was fantastic is that students could work at their own pace in their own time to create and perform music. What was also great was space that was designed to be flexible for the learner. The learner has the opportunity to use the space in order of they want to create. This is what I aspire to do my own classroom, to create pockets of spaces that the learner can go into to work independently or collaboratively with others to create music. Moreover, in the second video, they explain that there is a consistency of learning and the learning style over six years (The University of Sydney, 2007b). Providing consistency of education over six is great for giving students a steady and consistent pathway for learning and creating. Also to develop skills and knowledge over a course of time. In contrast, the Steiner style of education is also appealing because of the sense of community it brings to learning(The University of Sydney, 2007c). With working as a community it gives the music a true essence of belonging and purpose within the culture of the school. Having no technology allows students to develop their skills such as listening, improvisation, performance and creativity differently than using music technology. They are able to carefully consider the arts and how they are applied into all of the classes. The students are allowed to express themselves and give their ideas. Also instilling pride and worth of what they are creating (Kamaroi Rudolf Steiner School, 2014). However, using music technology allows interaction with the modern world and for students to put their work in a domain that can produce endless possibilities.
Kamaroi Rudolf Steiner School (2014) The Kamaroi Difference. Available at: https://vimeo.com/68889303 Accessed on: 24th July 2020
The University of Sydney (2016a) The Place of Music in 21st Century Education. Available at: https://coursera.org/share/52d33a1676c941bf8134af4438872ddc Accessed On 24th July 2020
The University of Sydney (2007b) The Place of Music in 21st Century Education. Available at: https://coursera.org/share/74e6922c3e7bb7510311d643d6f1a985 Accessed On 24th July 2020
The University of Sydney (2007c) The Place of Music in 21st Century Education. Available at: https://coursera.org/share/bfeed9b00f3d4eb5dd71bfb4ac827ea3 Accessed On 24th July 2020
I have started a new online MOOc with Coursera about The Place of Music in 21st Century Education. Hopefully this will give great ideas to incorporate into the classroom.
I am the High School Music teacher at GEMS World Academy in Singapore. I have a passion for seeing students improve and develop by performing and creating music.