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Throughout this semester of college, I have observed three separate Elementary General Music teachers. Each of the teachers had their own personalities that each reflected upon their teaching. They all came from different areas of study, but all still manage to be successful, each with their own pros and cons. The first teacher that I observed with my group was Mr. Leonhardt at Streams Elementary School. While I was there, I was able to observe him teach two classes of fourth graders, two classes of third graders, and one class of second graders. One of the most valuable things that I have learned from observing him, is that there are male teachers who are very successful in the area of teaching. He was able to keep control over his all of his classes because he set specific guidelines and rules that he wanted them to follow. He left very little time between lessons so that they would not lose their focus, and get distracted. He was also very …show more content…
knowledgeable and confident about everything he taught. Some of the lessons that we saw were having the students improve a melody to a jazz background, distinction of major and minor keys with the use famous classical works such as The Marriage of Figaro by Mozart, and Symphony No. 5 by Beethoven, and they also learned a folk dance to a song. For the portion that we taught to the students, we first demonstrated our own improvisations on the step bells. We limited them to only using certain notes on the set. This gave the students ideas for some of their own melodies when it was their turn to play. The second teacher that I observed was Mrs.
Davidson, at Jefferson Elementary School. When I visited her classroom, I observed her fifth grade class, and her third grade class. While we were there, we also assisted her while she was on lunch duty, and recess. We were also able to observe one of her fellow music teachers who taught strings and brass to 3rd and 4th graders. Most of the lessons that she taught to them were reviewing songs, and also an composition demo. For the songs that she reviewed, she would start with just clapping the rhythms, and move on to adding everything else till they could fully sing it. For the composition lessons, she had them write down a set of rhythms on ta, and ti ti. She would then let them add pitches, do mi and sol to their compositions. We also taught them Great Big House in New Orleans, where we simply taught them the entire song, which they could fully sing it by themselves once we were done. We also taught Out In the Garden, in which we added a recorder ostinato to parts of the
song. The last teacher that we observed was Mrs. Pollard at Hartwood Elementary. While we were there, we observed her teach a kindergarten class, two third grade classes and a fifth grade class. Since this was our first and last visit to this school for the semester, we did not teach any lessons. Some of the lessons that she taught involved hand drum cannons, Orff orchestras and recorder activities, and standardized testing. For the hand drum activity, she first begun by doing the rhythm only on their hands, with basis hits and accents. She then added drums into the picture, and would count in Gordon and point at the rhythms while they played. Once she felt that they had a good grasp, she then added her self playing the second part, which was a cannon. Once they were able to play while she was playing, she then made them switch parts. She lastly split the class in half and had one half play part one, and the other half play part two. For the Orff lessons, these were mainly reviews of all of the songs they are going to perform in their spring show. The standardized testing consisted of the students listening to two patterns of pitches, and they had to decide if they were the same or different.
The article was created on the back information provided through and online survey of sixty-three teachers and four interviews with teachers, and the results of the survey were used as the primary source for this article. The author also injects some additional information from her personal experience as a teacher and a viewpoint of a parent when she compares students preparing for standardized test to her daughters preparing for a recital of a composition piece on their piano. The table in the article provides a very good visual representation of all the data collected through the study in a simple format that is easy to understand. The author provides no counterargument to her claim, and as a result, gives the impression that she has a certain bias towards the topic. Her background being one of a teacher and the references she made to her time in that profession also shows that she may not be able to view the subject matter from an unbiased
When asked to choose skills, I selected performing arts, problem solving, and speaking, all of which I would use in a career as a music educator. I also selected creativity, independence and prestige as the most important values to me. Again, these values are all applicable in a career in music education.
...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves. Whats more, anyone can teach well. Research shows that there is no personality type that makes a good teacher. Whether you are a shy introvert or an enthusiastic extrovert, you can teach effectively, but only if you know how to learn from your mistakes and your successes”. (Petty 2009 pg.516 2009)
Mann believed that the best people to teach were females. Females, he argued, contained a nurturing instinct that is needed in order to teach students. I vehemently disagree. In order to be a good teacher, being passionate is the key to success. It is imperative that you love what you do and that passion will seep into your work. Whether you are a man or a woman, it is important to love your job and you can see just how much the world will change because of that. Mann’s theory of transmission does not apply in today’s society. There are many male teachers that are excellent and have left a strong and positive outlook on students. While men are still outnumbered in this field, it does not mean it is due to a lack of competency. It merely means that although we have come far, we still have a long way to go in breaking down gender roles and
Curriculum reform requires that all teachers become teacher leaders. "This involves a commitment on the part of all to lead as experts in their subject area, their classrooms, and in the vision and mission of the school/district" (Hill, 2006, p. 178). Each teacher, especially the music educator, has to be an advocate for their subject within the curriculum. As the music curriculum is currently changing, the music educator should be aware of the issues that are being revised.
Richard Colwell, Carol Richardson. The New Handbook of Research on Music Teaching and Learning: A Project of the Music Educators National Conference. Oxford: Oxford University Press, 2002.
Music education has always been an underappreciated concept, but as a future teacher it terrifies me to know that there are children that be...
As a musician you are exposed to many different types of terminology, ideas, debates and concepts most people are not. There are Interest and topics that we find appealing like the different language that we use to communicate with each other, are very different from someone that is heavily invested in other activities likes sports or even knitting . With these differences we have formed our own social group. The definition of an music educator is a field that touches on all domains of learning, including the psychomotor domain, the cognitive domain, and, in particular and significant ways, the affective domain, including music appreciation and sensitivity In our community we strive to achieve the goals set in this definition and also to move forward in our advancement of music in the world
The classroom embodied the stereotypical music classroom with its various instruments scattered around the room. Every inch of the wall and door was covered with music notes while chairs encircled the room. Besides the teacher’s desk, there were no other desks in sight. The students had to sit on the ground in the center of the room away from the instruments. Even when playing instruments, the students sat on the ground. Although the setup was very different from a general classroom, it was appropriate for the kinds of lessons that the teacher taught the students. The teacher did not hand out any worksheets or assigned homework so the students did not need any desks for writing. Since the classroom was already small and cramped, having desks in the class would have impeded on the activities that the students performed.
There are many different reasons we need male teachers today in society. They have to face advantages and disadvantages. Some of these male teachers find the need, or desire, to mentor these young boys. Female educators are important but male educators are just as important in ways not possible by a female. Male and female teachers both provide education that the other sex is weaker in. Therefore, it is critical that young people get exposure to both in the educational environments.
In female based classes the teachers are known to be more delicate and understanding, while in male classes the teachers tend to have a more authoritarian approach (Schroeder 71-73). The teachers having different ways of treating the students symbolizes the problem of sexism. Concepts such as this rise the question equality (Strauss). There is a specific example brought about by a court case in 1954: Brown v. Board of Education. It states that things can be separate but they have to be equal. Although the initial case was referring to race, the main meaning behind it still stands. All classes aren’t going to be equal if the teachers (not each individual teacher, but teachers for boys and girls) have different classroom expectations (Piechura 21). This is where the main problem falls in the case of single gender education. Parents wishing to enroll their child in school want to provide their son/daughter with an equal opportunity with a chance to thrive academically. If the teachers aren’t giving each boys and girls the same shot is it actually worth it? Yes. The teachers classroom expectations are built to match the needs of the gender, not the opposite
The behaviors exhibited by the teacher are deemed influential in shaping the behavior of the student. These relationships mirror those of the parental type. The interactions and relationships shaped between the teacher and the student “are similar to the attachment bonds between children and their parents in several respects.”(Kesner, 2000). The “parental” role a teacher has to fill in the classroom seems to place them, depending on their gender, in a stereotypical role of the enforcer or the nurturer. This view appears dependent on whether the gender of the teacher is in line with the gender of the student. For example, a recent study concluded, “when a class is headed by a woman, boys are more likely to be seen as disruptive. When taught by a man, girls were more likely to report that they did not look forward to a subject.” (Dee, 2007) This study emphasizes the strong reactions students have to the behaviors of their teacher, specifically the teachers of the opposite gender. According to current research, many teacher-student interactions, whether instructional or disciplinary in nature, tend to be differentiated according to gender. Moreover, some studies suggest that the extent to which this differential treatment is present in classrooms may be a factor of teacher gender. When asked whether male teachers treat students differently than female teachers, an anonymous male student responded, “Male teachers make me feel mad. If another kid is talking, the male teacher blames everything on me. Then I’m going to get mad because it wasn’t my fault. But if it was a female teacher, she will ask if I did it, and try and resolve
Music is one of the specials in school that can be implemented in the classroom. In kindergarten through fifth grade, music can be used in the classroom to teach students the daily classroom curriculum. There are several ways that a teacher can implement music into their classroom lessons. Some of those ways are creating songs, or finding creative songs on YouTube or other music websites. As a future educator it is my job to use a variety of teaching methods, and one of those methods should be applying music in my lessons.
...at my teacher has done. He is the type of person who expects everyone to strive for success while also achieving individual excellence. A group of band kids can all aim for a final goal, but each person grows as a musician and gains a broader perspective along the way. I was one of those band kids, and I still am. I learned a lot from someone who was a good role model and was passionate about teaching.
The teacher that stands out most in my head is my eleventh grade English teacher. She had a liberal arts background, and enjoyed the classic American writers; Hemingway, Steinbeck, what have you. She was in the class of teachers who was more impressed by actions and honesty than suck-ups and homebodies. She was the kind of teacher who was proud when you informed her that you had skipped her class to go fishing at the river and play bluegrass music with your buddies. She was the kind of teacher who preferred that her students wrote what they truly felt, and not what they truly felt she would like to hear. She was in the rare class of teachers who tried to prepare her students for life after school, not life for school. She was a part of a small class of note-worthy teachers.