Productivity and Professional Development

I think we can all agree that there a lot of skills that go into being a good band director or music teacher that is outside of just the teaching experience in the classroom.  One of those skills is Productivity.  There are many things that go into making a productive teacher.  One of the most important things a teacher can do is to be organized.  Ii have always strived to be as organized as I can possibly be.  Often leaving me teased my others, but often asked by the same people how I can help them to stay more organized.  I feel that being organized sets us up to be better at everything that revolves around teaching.   Communication is also very important.  They are so many activities involved with band that I cannot imagine how they would be pulled off with communicating to parents.  In my classroom, I use remind 101 that send out texts, I create email groups, keep an updated website, and send out phone messages.   There a lot of materials for letters that I keep to send home every year and just update.  This also helps with traveling.  Again, I still think that organization helps with all of these skills.

As far as professional development, I have always felt that in my district we get the short end of the stick.  There are rarely any professional development opportunities that involve music teaching.  In my six years here they have never brought in music professionals to assist us, teach us, or mentor us in any way.  Therefore, I often travel out of county and pay out of pocket for my own professional development.  I am sure this is the reality for a lot of teachers.   However, professional development is so crucial to our continual learning that we must find the avenues even if we have to search it ourselves.  One of the biggest reasons I am back in school and seek professional development is to in turn give my students the best music education that I can give them. 

References:

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and

responding to music.

Bazan, D. (2016, August 19). Technology Assisted Music Teaching & Professional Development.

Lecture.

OneNote for Teachers

I enjoyed playing around in OneNote.  It reminded me a little bit of Google Docs. That is what we use in the county that I teach in.  Everything is in google and google classroom.  One Note is somewhat the same idea.  The ability to place things that you need for each class and share it with other teachers and with students.   This is a quick and beneficial way to make use of time and materials.  I think that OneNote is easier to maneuver around versus Google.  Sometimes, over the years of our county using Google, I feel that I can't find all my materials.  Even though I set up separate folders for classes.  I like that OneNote has everything including a calendar in one place.

Responding to Music as Listeners/Week 6

The reading this week and the lecture discussed how humans listen to music, respond to music, and how technology plays a part in music listening today.   Music listening is a skill that can be developed over time and with the use of tools.

It is pretty safe to say that the young people who are our students listen to music differently than we do.  That includes what technology they use and what they hear when they listen.  In my classes, I do music listening exercises frequently.  I have even done these in my general music classes.  I have found that students who have been in band are more critical of the music they hear, and can observe at times with their ears the different timbres.  Students in my classes listen to their music via youtube, itunes, radio, and other digital means.  The youth are not using hard copies of music for listening like older generations.  I also post have my students use google classroom for many classroom aids, but one of those are links that I post to the music we are playing.   I do think that I will also use SoundCloud this year in my classes for music listening.  I had not heard of it before reading this chapter, but after going to the site I think that it could be very useful. 

With music listening in my general music classes and beginning band classes I start very basic.  We begin by listening and with open discussion talk about what we heard or how it made us feel.  Then I move into having students write a written response reflection or reaction to the music.  The next step is to identify what they liked or disliked about the music and be able to tell me why.  As the process continues, I incorporate teaching the students about dynamics, instruments timbres, and tempo.  With listening maps they can follow classical music easier then without the maps.  It doesn’t take long before they can identify in a piece what instruments they hear, what dynamic changes, and tempos.  I find that the students are often surprised that their favorite music doesn’t offer a lot of changes and variety.  They are even more stunned with themselves that they hadn’t noticed it before.  I also have students draw dynamic charts with pieces that we listen to and this is a good way to see visually what changes occurred.

References:

Bauer, W.I. (2014). Music learning today: digital pedagogy for creating, performing, and responding to music. New York: Oxford University Press.

Bazan, D. (2016, August 8). Responding to Music. Lecture.

Week 5: Forms of Assessment & Instructional Design

Forms of Assessment:

Chapter six discusses the different forms of assessment that can be used in the classroom.  A good assessment tool will have validity and reliability.  It is imperative that the assessments used in our classes are a direct reflection of what has been taught in the classroom, and the reliability has to remain consistent throughout. I find that my students are more comfortable with assessment as long as it makes sense to them what they are being graded on, and that it is consistent every time.  There is a wide variety of assessment tools that can be used, but for my band class, I mostly used performance-based.   Every few week students have a playing test on an area that I have chosen.  It could be a part of a piece we are learning, a line in their method book, or study that is important.  Every time that I assess them they have the same rubric.  At the beginning of the year, I go over the rubric with the students, and they have a copy stapled to the back of their method book.  This way, they always know what is expected.  I have found that this gives a lot of students a great comfort.  The only time the rubric for performance-based assessment’s changes in my classroom is when we have a scale test.  I use a separate rubric for scale testing.  This rubric is given to them at the beginning of their second year in band.   Rubrics are one of the biggest tools in my classroom for assessing the students.   Because the use of rubrics is utilized throughout the entire school, the students are very familiar with them.  I also agree with the text that feedback is a necessity.  I never understood why my teachers in school gave me a grade, but never told us what we needed to improve on.  It is a waste of time to assess students and then not supply them with the feedback and encouragement.  They need to make improvements.  At the end of the year, I use a rating scale and a summative assessment as feedback from the students.  They get the opportunity to grade me and the class as a whole.  This provides me with feedback I need.

Instructional Design:

Chapter seven discusses how people learn differently, how teachers need reflection, and music copyright laws.  It is obvious within a classroom that students learn in different ways and at different rates of speed.  It is also extremely important that teachers reflect upon their lessons and how their students are learning.  Constantly thinking about what needs to change and what can be made better for the students.  Often times for me, it is easier to think about what I want the end result to be from any given lesson plan and then work backwards.   Back before my band program had grown, I only had two band classes and the other four classes I taught during the day were general music classes.  During that time, I spent two full classes talking to students about music copyright laws and public domain.  I find that young people today have access to downloading music illegally, and they should understand not only that it is wrong, but also what the consequences are. 

References:

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and

responding to music.

Bazan, D. (2016, August 2). Technology Assisted Music Teaching & Professional Development.

Lecture.