creativity in music education
Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Education Policy Review, 111(2), 48-50. doi:10.1080/10632910903455785
Brinkman approaches creativity with many important insights. In this article, he briefly explains the importance of teaching creatively, and teaching students how to be creative. Firstly, as I read this article, I felt that music education is a very important factor in every student’s life. It gives them a chance to open-up and express themselves not only musically, but also to be more confident and gain self-esteem through their actions. In contrast, I agree with Brinkman’s statement, “If we only teach woodwind fingering and marching band techniques, then we are approaching a negative tipping point…” (Brinkman 2010). Teachers should strive to teach more than just fingerings and instrumental techniques because students can take in a lot more than that. Students should be guided to explore a more creative process.
It is interesting how creativity is encouraged, because creative people can recognize and understand problems. It’s very interesting and surprising to see how motivated and desirable they are to work for recognition, and willing they are to take risks. When I was younger, I was not open to creativity. I was very shy and quiet. Teachers that I had in elementary school did not model creativity through their teachings, they were mostly focused on the students on being the same with their instruments with the same technique. Additionally, I believe that every individual can be creative, while having their own different opinions. Everyone can be creative through art, music, writing, cooking, anything!
Teachers are expected to teach with creativity. As I said, I did not have teachers that expressed creativity in their teachings. I wish I had creative teachers because I feel like I would have grown to be more confident and self-assured through the activities that they would have for us. Brinkman brings the Amabile’s three-part model to his article to teach teachers how to be creative in the classroom. Number one, it says that teachers should expertise in a set of skills (such as musicality, people skills and planning) to flourish as a teacher. Two, they must be motivated to support creativity in a school. Three, teachers should have creative thinking skills. I feel that if a teacher has these traits, they can significantly change each student’s life to be more confident through creativity.
Brinkman inspires me with his great insights about the importance of creativity! It is POSSIBLE to be creative. I agree with Brinkman that we should not be intimidated and compared with Big C creativity— composers like Beethoven and Stravinsky as every individual can show creativity through our everyday daily habits.
Brinkman approaches creativity with many important insights. In this article, he briefly explains the importance of teaching creatively, and teaching students how to be creative. Firstly, as I read this article, I felt that music education is a very important factor in every student’s life. It gives them a chance to open-up and express themselves not only musically, but also to be more confident and gain self-esteem through their actions. In contrast, I agree with Brinkman’s statement, “If we only teach woodwind fingering and marching band techniques, then we are approaching a negative tipping point…” (Brinkman 2010). Teachers should strive to teach more than just fingerings and instrumental techniques because students can take in a lot more than that. Students should be guided to explore a more creative process.
It is interesting how creativity is encouraged, because creative people can recognize and understand problems. It’s very interesting and surprising to see how motivated and desirable they are to work for recognition, and willing they are to take risks. When I was younger, I was not open to creativity. I was very shy and quiet. Teachers that I had in elementary school did not model creativity through their teachings, they were mostly focused on the students on being the same with their instruments with the same technique. Additionally, I believe that every individual can be creative, while having their own different opinions. Everyone can be creative through art, music, writing, cooking, anything!
Teachers are expected to teach with creativity. As I said, I did not have teachers that expressed creativity in their teachings. I wish I had creative teachers because I feel like I would have grown to be more confident and self-assured through the activities that they would have for us. Brinkman brings the Amabile’s three-part model to his article to teach teachers how to be creative in the classroom. Number one, it says that teachers should expertise in a set of skills (such as musicality, people skills and planning) to flourish as a teacher. Two, they must be motivated to support creativity in a school. Three, teachers should have creative thinking skills. I feel that if a teacher has these traits, they can significantly change each student’s life to be more confident through creativity.
Brinkman inspires me with his great insights about the importance of creativity! It is POSSIBLE to be creative. I agree with Brinkman that we should not be intimidated and compared with Big C creativity— composers like Beethoven and Stravinsky as every individual can show creativity through our everyday daily habits.
music education in contemporary society and participatory culture
Tobias, E. S. (2013). Toward Convergence Adapting Music Education to Contemporary Society and Participatory Culture. Music Educators Journal, 99(4), 29-36.
This article is very interesting to me, and I really enjoyed reading it. Tobias talks about the adaptation of music education to contemporary society and participatory culture. I got to learn about the different ways that our contemporary society has for student engagement with existing music. It is so interesting to see how students can engage with music not only with musical instruments, but also with technology by parodying, remixing, making music videos, composing collaboratively, and more.
This new way of approaching music in the contemporary society can be used as a tool for education positivity and negatively. Students can be creative and can engage with music in a different way. They don’t have to have their instruments. They don’t have to worry about their technical abilities and trying to be their best. Instead, in class, students can create compositions with technology, or discuss with one another about songs. Also, students can post their works online for the public to see. Making these kinds of assignments can help students gain confidence, as well as great musicianship skills. There are so many ways that music education can use technology as a tool for education. However, I think that this can negatively impact some students. As students are connected to technology, they can become addicted— allowing them to lose communication with their peers. Although their love for music is still present, it may not be healthy for them to excessively use technology.
Students can become impacted and drawn to music using technology in music education. If there are students who have not enjoyed music in their education, the new way of introducing technology to their music classes can impact them to love music more and more because technology is so present in their lives. In my own life, when I create music with technology, I come to love music and gain confidence more and more because it is very enjoyable. I think that if music education fully adapts to the modern way of using music, it will impact the students in lots of ways. Tobias brings a lot of interesting information in this article, and I got to learn about many ways of using technology to make music creatively.
This article is very interesting to me, and I really enjoyed reading it. Tobias talks about the adaptation of music education to contemporary society and participatory culture. I got to learn about the different ways that our contemporary society has for student engagement with existing music. It is so interesting to see how students can engage with music not only with musical instruments, but also with technology by parodying, remixing, making music videos, composing collaboratively, and more.
This new way of approaching music in the contemporary society can be used as a tool for education positivity and negatively. Students can be creative and can engage with music in a different way. They don’t have to have their instruments. They don’t have to worry about their technical abilities and trying to be their best. Instead, in class, students can create compositions with technology, or discuss with one another about songs. Also, students can post their works online for the public to see. Making these kinds of assignments can help students gain confidence, as well as great musicianship skills. There are so many ways that music education can use technology as a tool for education. However, I think that this can negatively impact some students. As students are connected to technology, they can become addicted— allowing them to lose communication with their peers. Although their love for music is still present, it may not be healthy for them to excessively use technology.
Students can become impacted and drawn to music using technology in music education. If there are students who have not enjoyed music in their education, the new way of introducing technology to their music classes can impact them to love music more and more because technology is so present in their lives. In my own life, when I create music with technology, I come to love music and gain confidence more and more because it is very enjoyable. I think that if music education fully adapts to the modern way of using music, it will impact the students in lots of ways. Tobias brings a lot of interesting information in this article, and I got to learn about many ways of using technology to make music creatively.
improvisation as a game
Thibeault, M. D. (2012). The power of limits and the pleasure of games: An easy and fun piano duo improvisation. General Music Today, 1048371311435523.
Matthew Thibeault’s article is about the power of limits, and how you should think of
improvisation as a fun game. This is a really good read; I learn how improvisation is important and how it impacts us all. After participating in Dr. Kevin Watson’s guest lecture the other day, I could connect and bring greater insight towards this article as it is about the same topic.
I agree that improvisation is a very vital part of music, and it should be encouraged in music education. The game that Thibeault presents consists of set rules and limits. I believe that this is important as limits will allow listeners and musicians to help shape and free the work that you do. In this game, the rule is to work around any major scale. As you approach this rule, students will come to listen deeper to the style of notes, and become better aural listeners.
I think that it is very interesting that improvising is not a test, yet it is a game to do for pleasure and for our own enjoyment. Improvisation is the only style of music that allows you to do that. Significantly, teachers are there for students and their musical ideas, to assess and listen carefully to pose questions and make suggestions. It is also interesting that there are different variations to the game. You can improvise using articulation, repetition, and reversing the direction— there are so many ways that you can approach improvisation!
Thibeault sets an entertaining game for everyone, all musicians and non-musicians. Improvisation allows you to be free, whilst also having limitations. Have freedom, and promote creativity that comes from social engagement and thoughtful listening skills. I agree with the insight that Thibeault has put into this wonderful article. I feel that improvisation is essential for everyone to experience and partake in.
Matthew Thibeault’s article is about the power of limits, and how you should think of
improvisation as a fun game. This is a really good read; I learn how improvisation is important and how it impacts us all. After participating in Dr. Kevin Watson’s guest lecture the other day, I could connect and bring greater insight towards this article as it is about the same topic.
I agree that improvisation is a very vital part of music, and it should be encouraged in music education. The game that Thibeault presents consists of set rules and limits. I believe that this is important as limits will allow listeners and musicians to help shape and free the work that you do. In this game, the rule is to work around any major scale. As you approach this rule, students will come to listen deeper to the style of notes, and become better aural listeners.
I think that it is very interesting that improvising is not a test, yet it is a game to do for pleasure and for our own enjoyment. Improvisation is the only style of music that allows you to do that. Significantly, teachers are there for students and their musical ideas, to assess and listen carefully to pose questions and make suggestions. It is also interesting that there are different variations to the game. You can improvise using articulation, repetition, and reversing the direction— there are so many ways that you can approach improvisation!
Thibeault sets an entertaining game for everyone, all musicians and non-musicians. Improvisation allows you to be free, whilst also having limitations. Have freedom, and promote creativity that comes from social engagement and thoughtful listening skills. I agree with the insight that Thibeault has put into this wonderful article. I feel that improvisation is essential for everyone to experience and partake in.
is the ipad is a real musical instrument?
Williams, D. A. (2014). Another Perspective The iPad Is a REAL Musical Instrument. Music Educators Journal, 101(1), 93-98.
David Williams writes about iPads, and how it has a very significant role as a musical instrument in a performance ensemble. Before reading this article, I personally felt that using the iPad as a musical instrument was impractical and pointless. However, after reading the article, Williams convinced me and gave me a new perspective of how the iPad can be a real musical instrument.
iPads are a great source for students who want to create music in a diverse range of styles. I really agree with this, and I find it interesting that Williams has an iPad ensemble at the music program that he teaches at. It is frustrating to read that some music educators believe that iPad ensembles “are not the direction that we should be heading”, and that they “need to be seeking out students and exposing them to quality art... there is not artistic merit” (Williams 2014). I learn something new as Williams explains the similarities between any traditional orchestra instrument and an iPad. Both can be used to perform musicality beautifully, if the musicians are working hard and practicing, and building technique so that they can become skillful in their instrument. I never thought of it this way, and it is interesting to understand it in this point of view.
I hope that technology can become a great part of music education. It would open up to many new opportunities and a more interactive setting in a school. As I read this article, I recognize that using iPads as a musical instrument can help students produce music in any way they want, with no boundaries. Many students will feel welcome and open to the idea of making music, while every individual will feel welcome to make musical suggestions for each style of music that they enjoy. Each student will be able to put in their own creative input, while gaining better aural musical skills, and concerts will become social with the audience, while attracting students to become a part of the ensemble.
I am very thankful that Williams wrote this article. I have become a lot more interested in the idea of making music with the use of iPads. It is a concept that I have never thought about before. I hope that more music educators will consider using technology to open the eyes of their students to a different side of music. All in all, technology can change music education.
David Williams writes about iPads, and how it has a very significant role as a musical instrument in a performance ensemble. Before reading this article, I personally felt that using the iPad as a musical instrument was impractical and pointless. However, after reading the article, Williams convinced me and gave me a new perspective of how the iPad can be a real musical instrument.
iPads are a great source for students who want to create music in a diverse range of styles. I really agree with this, and I find it interesting that Williams has an iPad ensemble at the music program that he teaches at. It is frustrating to read that some music educators believe that iPad ensembles “are not the direction that we should be heading”, and that they “need to be seeking out students and exposing them to quality art... there is not artistic merit” (Williams 2014). I learn something new as Williams explains the similarities between any traditional orchestra instrument and an iPad. Both can be used to perform musicality beautifully, if the musicians are working hard and practicing, and building technique so that they can become skillful in their instrument. I never thought of it this way, and it is interesting to understand it in this point of view.
I hope that technology can become a great part of music education. It would open up to many new opportunities and a more interactive setting in a school. As I read this article, I recognize that using iPads as a musical instrument can help students produce music in any way they want, with no boundaries. Many students will feel welcome and open to the idea of making music, while every individual will feel welcome to make musical suggestions for each style of music that they enjoy. Each student will be able to put in their own creative input, while gaining better aural musical skills, and concerts will become social with the audience, while attracting students to become a part of the ensemble.
I am very thankful that Williams wrote this article. I have become a lot more interested in the idea of making music with the use of iPads. It is a concept that I have never thought about before. I hope that more music educators will consider using technology to open the eyes of their students to a different side of music. All in all, technology can change music education.
promoting a new narrative of disability
Serres, D. Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability. Retrieved from http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/
Serres gives great insight on the unrealistic cultural expectations of our lives. After reading this article, it is clear to me that people shouldn’t treat people with “disabilities” any differently than ourselves. Serres says that “We must NOT deem any life “abnormal” just because they have a different way of learning, communicating, or moving” (Serres 2016). Just because of someone’s way of mobility, or talking is different than others, it should not be an option to judge them and think of them as any different than us.
There are many ways where we can promote a new narrative of disability. Through language, medical solutions, in media, education, the government, and in self-determination, we can do it. In my opinion, I believe that the most important action that people can pursue to create a balance between each other is by having the schools to have more resources so that they can give more accommodations instead of “special education” and labelling students. In high school, I wished that the students with disabilities had classes with me instead of being separate, but it can be difficult as other students would judge and treat them differently. This kind of environment can be an unrealistic expectation for society.
It is difficult to force the compulsion of being like everyone else. Personally, sometimes if I see someone with a “disability”, I can’t help it but look at them differently than myself. Sometimes I think, “I feel bad for them,” and “they must be having a hard time.” Having a disability is your identity, it is not something that physically differentiates from you and others, and the normal way of living does not exist. This article helped me to think about my own personal experience with people with “disabilities”, and I also reflect on how people negatively treat them differently. Our lives are not any different. It is not easy, but we should all try and commit to promoting a new narrative of disability.
Serres gives great insight on the unrealistic cultural expectations of our lives. After reading this article, it is clear to me that people shouldn’t treat people with “disabilities” any differently than ourselves. Serres says that “We must NOT deem any life “abnormal” just because they have a different way of learning, communicating, or moving” (Serres 2016). Just because of someone’s way of mobility, or talking is different than others, it should not be an option to judge them and think of them as any different than us.
There are many ways where we can promote a new narrative of disability. Through language, medical solutions, in media, education, the government, and in self-determination, we can do it. In my opinion, I believe that the most important action that people can pursue to create a balance between each other is by having the schools to have more resources so that they can give more accommodations instead of “special education” and labelling students. In high school, I wished that the students with disabilities had classes with me instead of being separate, but it can be difficult as other students would judge and treat them differently. This kind of environment can be an unrealistic expectation for society.
It is difficult to force the compulsion of being like everyone else. Personally, sometimes if I see someone with a “disability”, I can’t help it but look at them differently than myself. Sometimes I think, “I feel bad for them,” and “they must be having a hard time.” Having a disability is your identity, it is not something that physically differentiates from you and others, and the normal way of living does not exist. This article helped me to think about my own personal experience with people with “disabilities”, and I also reflect on how people negatively treat them differently. Our lives are not any different. It is not easy, but we should all try and commit to promoting a new narrative of disability.
the invisible student
Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within performing ensembles. Music Educators Journal, 34-38.
In this article, Hourigan describes the “invisible student” in a music class. Jason, a student who is mentioned in this article, has troubles with interacting with others in class. I believe that he should be encouraged to be confident from his teachers and peers in class, and Hourigan brings in great advice to make this happen. In this classroom setting, it is so important to have a balance among the teachers and students to have a healthy social environment from everyone. All the points that Hourigan makes are all very important, and I believe that growing teachers should apply this advice in their classroom and enforce it. As well, this inspired me to apply it to my future classroom.
Personally, as one of the quiet students in a classroom, I cope with the lack of confidence while participating in large group discussions. Because I struggle with this, I can connect to this student in some way. It is frustrating to read about a student’s invisibility, and it is sad to see how students are struggling being in a classroom, and connecting with the peers. I truly believe that teachers and mentors can help students to open-up and encourage them to come out of their boxes. Teachers don’t have to connect with to them personally, but in a way for them to open-up comfortably by just asking them questions, giving reassurance, and help. Also, it is important for students to give the “invisible students” energy. Hourigan says “negative behaviour can be heightened by the synergy of a group of students (Hourigan 2009).” Friends are so important in everyone’s lives as they bring us joy and a drive to keep going. In my own life, I can say that without my friends, I would be lost.
Music is always present in our lives, and it is so important to us. Hourigan says, “Music Brings Joy” (Hourigan 2009) Despite the hardships that these “invisible” students may face, they keep going because of their great love for music. A passion for music encourages you and pushes you to do your best. This is one of my favourite articles as it gives so much great advice and help for teachers and students to form a better environment. A balance is so important in a classroom and I hope this motivates everyone to create one.
In this article, Hourigan describes the “invisible student” in a music class. Jason, a student who is mentioned in this article, has troubles with interacting with others in class. I believe that he should be encouraged to be confident from his teachers and peers in class, and Hourigan brings in great advice to make this happen. In this classroom setting, it is so important to have a balance among the teachers and students to have a healthy social environment from everyone. All the points that Hourigan makes are all very important, and I believe that growing teachers should apply this advice in their classroom and enforce it. As well, this inspired me to apply it to my future classroom.
Personally, as one of the quiet students in a classroom, I cope with the lack of confidence while participating in large group discussions. Because I struggle with this, I can connect to this student in some way. It is frustrating to read about a student’s invisibility, and it is sad to see how students are struggling being in a classroom, and connecting with the peers. I truly believe that teachers and mentors can help students to open-up and encourage them to come out of their boxes. Teachers don’t have to connect with to them personally, but in a way for them to open-up comfortably by just asking them questions, giving reassurance, and help. Also, it is important for students to give the “invisible students” energy. Hourigan says “negative behaviour can be heightened by the synergy of a group of students (Hourigan 2009).” Friends are so important in everyone’s lives as they bring us joy and a drive to keep going. In my own life, I can say that without my friends, I would be lost.
Music is always present in our lives, and it is so important to us. Hourigan says, “Music Brings Joy” (Hourigan 2009) Despite the hardships that these “invisible” students may face, they keep going because of their great love for music. A passion for music encourages you and pushes you to do your best. This is one of my favourite articles as it gives so much great advice and help for teachers and students to form a better environment. A balance is so important in a classroom and I hope this motivates everyone to create one.
VULNERABILITY in music education
Dawe, L. (2016). Fumbling Towards Vulnerability: Moving Out of the Familiar for Music Education’s Sake, Canadian Music Educator, (57)2, pp.22-24)
In this article, Lesley Dawe draws attention to the balance of the musical teaching practice that honors both the traditional past of music making, as well as the creative approach within the classroom, and music teachers should be able to take risks and face vulnerability in Music Education. From this article, it is interesting to learn that in a teaching setting, it is important to remember that “allowing people to become creative does not require genius; it requires humility.” Music should not be all about the elements, rules and how perfect the music must become. It is important to be creative in music education and not worry about the elements, rules and how perfect the tune should become. As well, Dawe surprised me with how she used to believe that she had to attempt to achieve impossible standard of perception that she needed. I am surprised because I think that music should make you feel inspired and imaginative, instead of thriving in this sort of dull environment. I felt frustrated reading this article as Dawe explained that she felt that creativity should come last, after the festivals and concerts are ended. This style of teaching frustrates me as I think that music should be inspiring, and you should always give your own creativity to the music during the whole journey of making music, at school and outside of school. To the author, Dawe, I want to tell her that she is inspiring and I agree with what she is talking about. I believe that she is saying that musicians should take themselves out of their comfort zone and pursue vulnerability and creativity, and I really think that this is really important.
In this article, Lesley Dawe draws attention to the balance of the musical teaching practice that honors both the traditional past of music making, as well as the creative approach within the classroom, and music teachers should be able to take risks and face vulnerability in Music Education. From this article, it is interesting to learn that in a teaching setting, it is important to remember that “allowing people to become creative does not require genius; it requires humility.” Music should not be all about the elements, rules and how perfect the music must become. It is important to be creative in music education and not worry about the elements, rules and how perfect the tune should become. As well, Dawe surprised me with how she used to believe that she had to attempt to achieve impossible standard of perception that she needed. I am surprised because I think that music should make you feel inspired and imaginative, instead of thriving in this sort of dull environment. I felt frustrated reading this article as Dawe explained that she felt that creativity should come last, after the festivals and concerts are ended. This style of teaching frustrates me as I think that music should be inspiring, and you should always give your own creativity to the music during the whole journey of making music, at school and outside of school. To the author, Dawe, I want to tell her that she is inspiring and I agree with what she is talking about. I believe that she is saying that musicians should take themselves out of their comfort zone and pursue vulnerability and creativity, and I really think that this is really important.
improving music education
Rose, L.S., & Countryman, J. (2013). Re-positioning "the elements': How students talk about music. Action, Criticism and Theory for Music Education 12(3): 45-64
In this article, Rose and Countryman uncovers on the issues that are in the high school music program, and what educators have to do to improve it. It is interesting to learn about what students take from music and how they utilize it in their life. I have discovered that most students convey a profound longing for music and they use it to share their own personal experiences and to bond with each other. This article surprised me with the fact that some teachers don’t want to teach music differently, as it can be risky to change the status quo. I see that it can be difficult to not go too far off the norm, but I believe that teaching music should be taught freely and it should be an exciting concept. While reading this article, I have reflected that the purpose of musical elements should be a guideline and helpful beginning stage to break down music. It is frustrating to see that musical elements are used as a hindrance when studying music. The elements are a great way to introduce how music is portrayed in its complexity, and it gives a great understanding of how music works. In addition, I would like to ask the authors of the article, what kind of different methods of teaching music they have for children. All children have unique learning methods and they all hear music in a different way, so I imagine that it is vital to have alternatives of teaching music so that each child completely understands the music that study.
In this article, Rose and Countryman uncovers on the issues that are in the high school music program, and what educators have to do to improve it. It is interesting to learn about what students take from music and how they utilize it in their life. I have discovered that most students convey a profound longing for music and they use it to share their own personal experiences and to bond with each other. This article surprised me with the fact that some teachers don’t want to teach music differently, as it can be risky to change the status quo. I see that it can be difficult to not go too far off the norm, but I believe that teaching music should be taught freely and it should be an exciting concept. While reading this article, I have reflected that the purpose of musical elements should be a guideline and helpful beginning stage to break down music. It is frustrating to see that musical elements are used as a hindrance when studying music. The elements are a great way to introduce how music is portrayed in its complexity, and it gives a great understanding of how music works. In addition, I would like to ask the authors of the article, what kind of different methods of teaching music they have for children. All children have unique learning methods and they all hear music in a different way, so I imagine that it is vital to have alternatives of teaching music so that each child completely understands the music that study.