Activity 1: Reflective Blog

Service-learning has been a unique way to take music content I engage with frequently and interact with it in a new way. We walk through life every day with assumptions and understandings about what we do, whether that is teaching, performing, or working with clients or students. When we create materials and activities to serve another, we must think about if our work is truly helping another. Are we truly focusing on other’s needs or are we centering what we think other’s need? The following blog reflects about my service-learning experiences so far and how I hope to improve them in the future.

The goal of the first service-learning activity was to aide in the retention of ukulele chords. A secondary goal was to support the students in transition between chords on the ukulele. While the activity was originally designed with a small group of undergraduate students in mind, I received feedback from all the students present in the class. I made sure to connect the focus students on a one-on-one basis for their feedback. We communicated privately in case the students were not comfortable sharing about their needs in front of their peers. I implemented this activity on Friday, April 1 and received feedback immediately upon completion of the activity.

The first service-activity learning incorporated ukulele with music creation and technology. The goal was to use these tools to help the students practice the ukulele skill of chord transitions. I thought technology and creation would be great strategies to use, since these are aspects that I personally would enjoy in my learning. When receiving feedback from the students I was surprised to see how many of them did not enjoy the incorporation of the technology. Some of the students stated that accompanying background loops made practicing more fun. However, others said that they struggled to match the beat to their playing and found it more distracting then helpful. Most of the students said they liked the idea of the background beats but wish there were a few options to choose from. The large amount of choice in the lesson was too broad for some students, and they would have preferred a small selection of “menu” of loops to practice with. I now realize that I should not assume what works for me will work for others. I need to open to the requested instructional strategies and learning styles of my students. The class is for them and not me, after all.

Some aspects of the service-learning activity were quite successful. The students enjoyed working in a small group or with a partner. They stated they felt less self-conscious playing in front of a small group and enjoyed making decisions with their peers. The students appeared more animated and engagement in the small group setting versus when we practice as a full group. In planning for future service-learning activities I will certainly implement the students’ feedback from these conversations. If the students are excited to work with their peers, they will be more actively engaged and hopefully retain information more easily.

I specifically asked the students about the worksheet and chart created for this lesson; yet again, their feedback surprised me in many ways. The students loved the color coding and thought it was helpful to have the chord images right in front of them. They students liked the fact it was not all the ukulele chords and only the focus chords for the day. They suggested I expand the chart to include more difficult chords (such as D and E minor) as we add them. I did not print the charts out, which worked well for some students. Individuals with iPad were able to view and interact with the chart easily, whereas other students requested print outs. Many students said they wanted the charts in a larger format and placed in the classroom. Yet again, the students provided a lot of great insight that will help me develop future activities.

The private feedback I received from focus students provided clarity and insight for future lessons. Emily, the left-handed ukulele player, said she absolutely loved the chord chart designed for left-handed players. She said that she felt recognized and supported because she had something specifically designed for her. I spoke with a few students who have processing or attention needs; they also responded positively to the lesson. They mentioned that relaxed environment of working in a small group with their friends gave them time to think and work at their own break. They liked that they were able to move to different places in the classroom or library to get a different physical space, if needed. Overall, I received more feedback that I expected. I look forward to implementing it to the next lessons and activities.

Now that I have completed the first service-learning activity, I will continue to reflect on this feedback. I will use it to inform future lessons, activities, and materials. I will continue to think not about what is best or easiest for me to plan, but rather if what I am creating is truly serving the students and their needs.