I have embedded dispositional learning into my instructional strategies by designing learning experiences that encourage students to explore and experiment with music, fostering a sense of curiosity and discovery. By providing opportunities for collaborative projects and group work, students can learn from one another and develop important interpersonal skills such as communication, empathy, self-awareness and conflict resolution.
With emphasis on hands-on, experiential learning, students will actively engage in musical activities that deepen their understanding of music and develop practical skills such as problem solving, critical thinking, creativity and collaboration. Similarly, promoting criticality in music education, students will be encouraged to analyze and interpret music from different genres and cultures, explore the social and cultural contexts of music, and reflect on their own musical choices and interpretations. Fostering a caring and inclusive classroom community encourages students to support and respect one another, valuing diversity and creating an environment where everyone feels included and appreciated.
(Ideas from John Dewey, Maxine Green and Nel Noddings)
I have incorporated experiential and problem-based learning approaches, where students are actively involved in solving musical problems and applying their knowledge and skills to real-world situations. This approach promotes engagement, critical thinking, and the transfer of learning to practical contexts.
By incorporating these ideas and strategies, this curriculum promotes dispositional learning through cultivating students’ exploration, collaboration, hands-on experiences, critical thinking, caring community, and a sense of choice, voice and equity.