What is your opinion & learning of it??
Robinson argues that the arts are at the bottom of the educational hierarchy, especially when compared to English or Maths. He states that the current system is predicated on academic ability and challenges the need for a change. He uses a series of anecdotes to show how the education system has failed to foster student’s creative intelligence.
One of the most liked comments on the video (4400 likes) is “almost 10 years since this video and unfortunately nothing has changed" (Steiner, 2017). This sentiment is echoed throughout the comment section. I strongly believe that this is true. There are still some subjects and exams which are entirely made up of rote learning and textbook activities. Where your intelligence is measured by how much you know rather than how creatively you can show it. I remember using a textbook during 98% of maths lessons-creativity just wasn’t included!! And I don’t think I’m alone.
In senior school, Creative Arts subjects are sometimes considered either really difficult (with the inclusion of a major work) or not rewarding (as they are very often lower scaling). I have known many students who have been persuaded away from Creative Arts subjects because they have wanted a high atar and didn't believe it was possible with a subject like Music 1. Similarly, some Creative Arts subjects such as dance and drama are not studied at all unless chosen as electives during years 9-12, of which there are many different subjects to choose. Why are these subjects valued less than Music or Art?
This leads to the questions: How should creativity be taught in schools? Should some types be valued over others? And ultimately, do schools kill creativity?
Giebelhausen argues for a greater use of social media in the music classroom on both a personal and social level. She believes that it can improve levels of engagement, relevancy and differentiated instruction levels. I found this interesting considering social media can be both incredibly harmful and useful for our music students.
On a personal level, social media can be helpful in connecting with other music teachers/professionals and finding new, different ideas for the classroom. Education becomes more accessible as you can be connected to other music teachers both nationally and internationally. Currently, I am a member of the UNSW music noticeboard on Facebook and from there I have seen many different posts about music at university. I was excited to see the list of suggested Facebook groups, Pinterest boards, YouTube channels, and Twitter hashtags that I am able to follow and find creative ideas for my music classes. I will aim to investigate these further, especially when I start teaching, so I am able to develop new connections and ideas for my classes.
Similarly, on a class level, teachers can create class Facebook pages or blogs. These can provide students with new information and inform parents of events and activities. Similarly, parents are able to have more access to the music classroom. This can encourage students to practise more at home and make the content more relevant and accessible. This seems to be effective and I would like to be able to try this when I start teaching. My clarinet teacher has a Facebook page to inform students and parents on exam dates, important information and share music news. This page allows students to engage with new musical ideas. However, I have mostly found class-led blogs in primary rather than secondary school grades. This is potentially due to the fact that there are many more classes/students I will need to teach as a secondary music teacher. How would you go around this?
Rosevear investigates the relationship between self-perceptions, musical involvement and academic achievement of years 9/10 students. The most frequent category of attributions was enjoyment (53.8% in combination with other reasons), followed by ability and effort. Personally, I believe that my own success in music was combined with enjoyment and effort. I was interested in the subject so I wanted to put more effort into practising and improving in my pieces. Enjoyment is perceived to correlate with success and achievement which begs the question: “If enjoyment is increased, is achievement likely to increase as well?”
How does this effect our teaching? Music teachers should be aware of the importance of enjoyment for the learning process and achievement. Classes should be engaging and interesting with the right amount of challenge. Not many students will enjoy doing textbook work!! My most memorable classes included escape rooms, kahoots, and class jokes. Teachers should build on a student’s interest, especially when they are studying a style that is not preferred. Most importantly, to give a sense of purpose to lessons students should have an audience as goal. This can have several different formats but some that i’ve enjoyed include: Creative Arts open nights, school run Christmas Carols, playing at a nursing home, or a class concert at the end of a unit. Anything where your students are actively engaged and able to show others is amazing!!
Upitis, Boese and Abrami investigated the use of digital tools in motivating and improving students instrumental practise habits. They specifically focused on the app Cadenza which includes the ability to “communicate with teachers between lessons, receive specific feedback, create checklists and has a built-in rewards system”. They argued that the app successfully supported and motivated a wide variety of students of differing ages and musical ability. It had the students accountable while providing incentive to practise effectively. Similarly, it was transformative for students who didn’t understand how to effectively practise or were incredibly unmotivated to start.
My siblings have all started an instrument and then dropped out after around a year. Practising is very difficult in the 21st century-with so many other demands and it taking so long to learn how to play the basics (in some cases). I’ve often wondered if I could use an app to learn how to play a new instrument-such as the piano or guitar. However, Cadenza seems like a great alternative paired with traditional instrumental lessons. Currently, my clarinet teacher uses an online system where he logs what I need to practise, and I imput my practise times. However, this app does seem to have features that would be interesting to use especially for younger children. Have you used any apps for your students to practise? How well did it work?
Abrahams argues that teachers and teaching strategies must change to support millennial students. Music lessons need to go beyond the traditional (and often boring!!) content and instruction and address more prevalent issues such as social justice, globalisation, personal identity and contemporary society. Rote learning should not be the main instruction of our classrooms!! Abrahams states that music teachers should aim to prepare students to effectively engage and participate within music. This could occur through either musical imagination, intellect, creativity or performance.
Similarly, Abrahams poses new ideas for pedagogy within music education. Music education can be a conversation through the ability to pose and solve problems. My favourite music classes were when we were able to create our own program with our teachers (filled with pieces we actually wanted to analyse!!). Music education can also broaden a student’s view on reality by looking at the wider context behind genres of music and pieces. When researching a piece, students may be able to look at the history, culture and significant events that influenced its composition. Music can be empowering, by giving our students their own ‘voice’ and engaging them in real performances. My most memorable experiences in music included performing at Christmas Carols, presentation nights and at a nursing home. Similarly, students are able to record themselves on their phones and upload it to the internet and social media. Music can be transformative as students have a change in mindset and perspective throughout the year. There have many pieces I have grown to love over the year!! Finally, music education can be political with issues of both power and control dominant. Those in power control the content, rules, how often class is and how much money is given to music.