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A critical thinker in music education constantly seeks a deeper understanding by questioning accepted norms and practices, driven by intellectual curiosity about learners, music, and teaching contexts. They apply principles of learning, inclusion, and care to critically evaluate and improve upon the status quo for the benefit of their students and the profession.
A teacher is the shoes of society (?) :
My Musical Metaphor
In "Take Action 1.5" written by Campbell, Thompson, and Barrett, it describes a teaching metaphor as a "figure of speech that captures your core as an educator." I used this exercise to evaluate myself as an educator, my goals as an educator, and how I want to grow as an educator. By creating my own personal metaphor, I used principles of learning, inclusion, and caring as a framework for my critical thinking. Additionally, I learned about other metaphors of learning that could be beneficial to implement in my career such as "the gardener", "the guide", etc.
Grammars of Schooling: rethinking the paradigm
The Grammars of Schooling serve as the invisible architecture that organizes much of what goes on in education. In this project, I investigated the grammars of schooling that impacts my daily routine as a student at the Crane School of Music. Through this process, I used a critical set of lenses that let me look deeper into the classroom. By identifying the grammars of schooling in my own daily life, I will be able to identify the grammars of schooling that will affect my future students. This exercise allowed me to question ideas presented to me as “truths” or “accepted practices."
Four Commonplaces: creating a well-grounded curriculum
Schwab describes the Four Commonplaces as curriculum needing to be comprised of four commonplaces of equal rank: the learners, the teachers, the subject matter, and the milieus. In this project, I worked with my peers to investigate how these principles played a role in several recorded lesson plans. By working together to identify these principles, I was able to see the value in constructing a curriculum which focuses on containing all four commonplaces. This exercise helped deepen my grasp of music education. I plan to blend the four key aspects to design my personal classroom curriculum.
Inclusivity needed for Creativity: The Classroom as a Safe Space
I strive to create a welcoming environment in my classroom, specifically one that's specifically tailored to my community of learners. My goal is to connect my lessons to each student on a personal level, helping them become well-rounded musicians. Rather than pursuing success as defined by statistics or all-county participation, I focus on ensuring my teaching is morally defensible. I believe in student-driven learning, where students engage in tasks that spark their individual interests and encourage them to ask questions that lead to deeper thinking. In my role as an educator, I'm aware of the broader impact I can have on all students and adults, allowing me to foster even greater cultural responsiveness. Above all, I emphasize humanization—valuing each individual as a human being, not just as a student in a classroom. I want to reconceptualize good teaching-- I strive to go beyond traditional methods, embracing innovative approaches that resonate with diverse learners and their unique experiences.
Harmonizing Cultures: Crafting Engaging Music Lessons with Depth and Relevance
I meticulously plan each session, ensuring relevance to students' interests and cultural backgrounds. I source high-quality materials while tailoring lesson plans to suit teaching objectives, fostering an environment of academic rigor and authenticity. Interdisciplinary connections are leveraged, drawing on materials from related disciplines such as language arts and mythology to enhance student engagement and deepen their understanding of musical traditions. Active learning methodologies, such as enactive listening and creation-based extensions, empower students to express their understanding of musical concepts and cultural contexts in innovative ways. Guided questioning techniques scaffold attentive listening experiences, fostering meaningful connections to the music and enhancing students' singing skills. Closure involves reflective discussions, inviting further inquiries and collaboration, nurturing a culture of ongoing learning and curiosity in the classroom.
Sweet_1_TheAdolescentMusician.pdfUnderstanding and Adapting to Adolescent Behavior in the Classroom: Creating a Supportive and Responsive Learning Environment
As Bridget Sweet writes in Growing Musicians, adolescents need "status, independence, and achievement" (Sweet 19), which can lead to unpredictable behaviors as they navigate rapid physical, emotional, and cognitive changes. While I appreciate that adolescents "wear their heart on their sleeve" (Sweet 1), this emotional volatility can sometimes result in challenging behavior. Sweet’s story of Julie, a student whose outburst stemmed from personal struggles, highlighted how these shifts can be difficult to manage. Would I be prepared to handle such situations with patience and understanding?
This reading has helped me develop as a critical thinker by encouraging me to reflect on the deeper factors that shape adolescent behavior. Sweet’s insights prompted me to consider not just the outward actions of students, but the emotional and cognitive processes behind those actions. By understanding how status, independence, and achievement impact adolescent development, I’m now more attuned to the underlying causes of challenging behavior, rather than simply reacting to it. This has made me think more deeply about the ways I can approach teaching with empathy and flexibility, rather than adhering to a one-size-fits-all method.
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