student interviews
I got the chance to interview two students about their views on music.
Music has been involved in each of their lives very differently. Watch this video to see how.
Music has been involved in each of their lives very differently. Watch this video to see how.
As I reflect on the responses of these two students, I see that their views on music are very different. My interviewees are both 18 years-old, both pursuing in a study that they love in university. Joshua, one of my closest friends at Western, is enrolled in the music program, and Sierra, my cousin, is at McMaster, studying engineering. Both of them have been involved in music, and have felt a deep love for it in some way. As I asked Joshua some questions, he could answer with confidence and lots of joy. He was very excited, and passionate about this topic.
Music means something to everybody in so many ways. Joshua states that he is happy when he himself gets the sounds and technique perfect. In comparison, Sierra feels that “it is a good way for [her] to pass time…” Music heals us all in different ways. Joshua says that it helps him go through tough times, and it is what he wants to do for a living. For Sierra, she says that she is impacted by music through dancing. This is so true! Music lets us release our emotions, and through the fun of it all. Through the negative aspects in life, music heals us positively.
It doesn't matter how long you you've been involved in music. Joshua is clearly very involved in music. He states in the interview that it is his passion. Even though Sierra has started playing music as a daily part of her life at a way younger age than Joshua, she does not enjoy it as much as Joshua does. I felt that music did not play a huge role in her life. It was more of an outlet, to allow her emotions and feelings come out through it.
We all interact with songs differently. Joshua loves Ariana Grande. He loves “her perfect sound… [he] connect[s] with her voice a lot.” Perhaps, Joshua like to listen to music where he can practice his technical abilities, and his sound projection. This is very different to Sierra's music taste. She loves music with good vibes; it seems like she is gravitated towards a song with an interesting rhythm. The way that they both express and describe their favourite songs are so different through the vocabulary that they use.
I am so thankful that I could interview these two students. I received so much great insight and interesting views about music from them. I discovered that music impacts us all differently; it is always a part of our lives.
teacher interview
I got the chance to interview my music teacher, Mrs. Hall. She is one of the great role models in my life, who inspired me to become a music teacher and continue with my musical journey. Through this interview, I got to know her on a more personal level, and her views on music education. I am so thankful that I got the chance to interview her!
What inspired you to become a teacher?
My mother was a Sunday school teacher. She was in charge of music education for 60 kids. It was the one time I saw her as someone more than my mom. She just seemed to glow with enthusiasm. I could tell she loved what she was doing and the kids loved her. She and the youth minister worked well together too - It taught me the value of collaboration and the importance of working with people who share your values. I wanted to feel the way she did, so I made the choice at a very young age.
What is the greatest challenge you face as a music teacher? What is the greatest reward?
The greatest challenge in teaching today has to be dealing with social media and phone addiction. The influence is so powerful. You have to spend a lot of emotional energy and time on planning ways to boost self esteem and to give your students the confidence to try new things. Teens are more vulnerable in a way they've never been before. Beyond cyber-bullying, there's that impression that everyone is making friends and having a good time and you're not - it makes students doubt their own self worth. And the addiction is frightening. We are really struggling with that right now.
The reward - especially with what I do - is being able to pull them out of that world and into something productive and fulfilling. Being in music centres kids. It gives them an opportunity to escape that social world and belong to something tangible. The connections they make with students across grade levels and the sense of community they experience by being part of a band or musical production gives them an experience that counter acts many of the negative influences surrounding them. It gives kids purpose. Students who have purpose and a sense of belonging are more adjusted and ultimately more successful. To be a part of that is very rewarding.
How do you deal with different levels of talent/ability within ensembles?
Dealing with different levels of ability is a tough one. My grade 9 classes are like splits. Some students have 2 years of playing experience and others are just starting out. I've tried a few things that work. I tell the experienced kids to adopt a leadership role. With their help, it's become easier to move through the curriculum faster. It's like having a room full of mini teachers. I also try to find scores that have solos built in. The advanced students tackle the solos while the beginners work on a simple accompaniment.
With the older grades, i have to look at sections. If I'm lacking in trumpet skill, I'll pick scores that are more challenging for woodwinds and not overwhelming for my brass performers. With vocalists, I'm continually assigning them the task of creating solid harmonies (you are a perfect example of this).
Presently, I have some dedicated musicians working as co-ops. The additional challenge of reading a score, directing and learning to play additional instruments is helpful when it comes to students who are feeling under challenged.
How was your university experience?
The university question! Well, I'd say overall I had a good university experience, but yes, stress was a problem. Dedication to practice and my dislike of music theory triggered stress. I made friends with a very talented pianist who was excellent at theory. I was good at music history, so we were able to help each other out by working together. Asking for help is really important when you're struggling.
In my teacher training, I had a placement that I found difficult, so much so that I considered leaving the program. It was extremely stressful, but in hindsight it taught me something very valuable. I fought to have my placement changed - very uncharacteristic of me as I wasn't used to standing up to authority. In my next placement, I was given a tremendous learning experience. I learned so much from a wonderfully compassionate teacher. Stress can be a teacher too.
How do you diversify classroom lessons?
I could probably be more diversified in my teaching. I feel I did a better job of that as an English teacher. I guess in music, I do this by offering a variety of extracurricular choices with concert bands, jazz band and the musicals. In the classroom I've tried to give students opportunities to choose their own test lines, perform duets, and occasionally write their own music. We perform different genres of music which often reflect a culture or era.
Describe your teaching style.
I have a relaxed teaching style and try to inject humour into my teaching. Kids need to laugh and they need to feel welcome in the classroom. My room is open every lunch hour and after school, so it gives me time to get to know my students beyond the confines of student/teacher. Some have told me that I push them into doing things they wouldn't otherwise choose for themselves and that it's hard to say no. I guess there are times when I've told kids “you're doing this, so accept it” I don't think that's a bad thing though. I've witnessed a lot of surprising moments and I think there are kids who surprised themselves by saying yes.
What advice do you have for an aspiring music teacher?
My advice to an aspiring musician or teacher. Focus on the every day joy of it all. Sure, you have to make long range plans, but it is so very important to stay in the moment of it all. Be excited about practicing. It's hard, but when it's over there's a sense of loss - like, "what do I do now?" The process is what is most rewarding. And for young teachers - I would say the same. Be in the moment as much as you can. Get to know your students right when they need you most. Be that caring adult in their lives and the teaching part will follow.
What inspired you to become a teacher?
My mother was a Sunday school teacher. She was in charge of music education for 60 kids. It was the one time I saw her as someone more than my mom. She just seemed to glow with enthusiasm. I could tell she loved what she was doing and the kids loved her. She and the youth minister worked well together too - It taught me the value of collaboration and the importance of working with people who share your values. I wanted to feel the way she did, so I made the choice at a very young age.
What is the greatest challenge you face as a music teacher? What is the greatest reward?
The greatest challenge in teaching today has to be dealing with social media and phone addiction. The influence is so powerful. You have to spend a lot of emotional energy and time on planning ways to boost self esteem and to give your students the confidence to try new things. Teens are more vulnerable in a way they've never been before. Beyond cyber-bullying, there's that impression that everyone is making friends and having a good time and you're not - it makes students doubt their own self worth. And the addiction is frightening. We are really struggling with that right now.
The reward - especially with what I do - is being able to pull them out of that world and into something productive and fulfilling. Being in music centres kids. It gives them an opportunity to escape that social world and belong to something tangible. The connections they make with students across grade levels and the sense of community they experience by being part of a band or musical production gives them an experience that counter acts many of the negative influences surrounding them. It gives kids purpose. Students who have purpose and a sense of belonging are more adjusted and ultimately more successful. To be a part of that is very rewarding.
How do you deal with different levels of talent/ability within ensembles?
Dealing with different levels of ability is a tough one. My grade 9 classes are like splits. Some students have 2 years of playing experience and others are just starting out. I've tried a few things that work. I tell the experienced kids to adopt a leadership role. With their help, it's become easier to move through the curriculum faster. It's like having a room full of mini teachers. I also try to find scores that have solos built in. The advanced students tackle the solos while the beginners work on a simple accompaniment.
With the older grades, i have to look at sections. If I'm lacking in trumpet skill, I'll pick scores that are more challenging for woodwinds and not overwhelming for my brass performers. With vocalists, I'm continually assigning them the task of creating solid harmonies (you are a perfect example of this).
Presently, I have some dedicated musicians working as co-ops. The additional challenge of reading a score, directing and learning to play additional instruments is helpful when it comes to students who are feeling under challenged.
How was your university experience?
The university question! Well, I'd say overall I had a good university experience, but yes, stress was a problem. Dedication to practice and my dislike of music theory triggered stress. I made friends with a very talented pianist who was excellent at theory. I was good at music history, so we were able to help each other out by working together. Asking for help is really important when you're struggling.
In my teacher training, I had a placement that I found difficult, so much so that I considered leaving the program. It was extremely stressful, but in hindsight it taught me something very valuable. I fought to have my placement changed - very uncharacteristic of me as I wasn't used to standing up to authority. In my next placement, I was given a tremendous learning experience. I learned so much from a wonderfully compassionate teacher. Stress can be a teacher too.
How do you diversify classroom lessons?
I could probably be more diversified in my teaching. I feel I did a better job of that as an English teacher. I guess in music, I do this by offering a variety of extracurricular choices with concert bands, jazz band and the musicals. In the classroom I've tried to give students opportunities to choose their own test lines, perform duets, and occasionally write their own music. We perform different genres of music which often reflect a culture or era.
Describe your teaching style.
I have a relaxed teaching style and try to inject humour into my teaching. Kids need to laugh and they need to feel welcome in the classroom. My room is open every lunch hour and after school, so it gives me time to get to know my students beyond the confines of student/teacher. Some have told me that I push them into doing things they wouldn't otherwise choose for themselves and that it's hard to say no. I guess there are times when I've told kids “you're doing this, so accept it” I don't think that's a bad thing though. I've witnessed a lot of surprising moments and I think there are kids who surprised themselves by saying yes.
What advice do you have for an aspiring music teacher?
My advice to an aspiring musician or teacher. Focus on the every day joy of it all. Sure, you have to make long range plans, but it is so very important to stay in the moment of it all. Be excited about practicing. It's hard, but when it's over there's a sense of loss - like, "what do I do now?" The process is what is most rewarding. And for young teachers - I would say the same. Be in the moment as much as you can. Get to know your students right when they need you most. Be that caring adult in their lives and the teaching part will follow.
bad teaching: ms. trunchbull
In the movie Matilda, Ms. Trunchbull shows us what bad teaching is like in a classroom setting. Ms. Trunchbull scars the students through her speech and her physical aggression, which could damage the students' minds and harm them in their ability to communicate with one another. I believe that teachers should always have a respecting and calm tone in their voice. Otherwise, children may become very fearful of the teacher, and they will not be able to communicate through the classroom effectively. A calm and peaceful teacher allows students to be able to interact with each other more comfortably. A student's learning experience should always be fun and exciting, not a scary journey.
Good teaching: Ned Sneebly
Dewey Finn A.K.A. Ned Sneebly, from the movie School of Rock, demonstrates great teaching strategies. I chose this scene because it shows that he is very encouraging and he wants the students to flourish and grow in music. Unlike the bad teaching style (above), Sneebly is a very interactive teacher who wants to take the time to learn while having fun. He is passionately teaching the kids what he loves, and he takes time to learn about each student's strengths. Sneebly also respects the students for who they are, and he believes in them fully with his whole heart.