Thursday, August 8, 2013

Where Are We Going For Our Next Road Trip? Let Me Lead The Way

Upon further reflection there are a few more things that I would like to consider  doing in order to better engage the all boys class.  First of all, next year I would like to start attending the gender meetings that happen so that I can stay up to date with that is going on in their classroom.  Also, I want to have the homeroom teachers on Edmodo with the rest of the group so that they can be well aware of what is going on in the music classroom.  This will also help with any homework that I give the students. There are ways to award students badges on Edmodo so maybe I can set up some sort of rewards program with their homeroom teachers to reward the good behaviour in my class.
The next thing I would like to consider doing this year is having an extracurricular "boys" and extracurricular "girls" composition clubs.  I am thinking of running it for one month blocks, possibly at a lunch hour, so that students can come in and use the iPads to create music.  I have found that you are able to develop stronger connections with students when you are able to work with them outside of the every day classroom setting.  Based on this, I think having a club that would appeal to these students would help me to develop a better relationship with the students, in turn, having more successful classes with them on an every day basis.
Next year I also hope to continue to be on the leadership committee. I want my voice to be heard and I want to be 'in the know' of what is happening in the school. Hopefully things will be back to normal this year so the school year should be more active and involved.
Our department, and school, plan to put on a musical next year.  I had this idea two years ago and had approached the principal about it. I found that the current extracurricular activities in the music department were not necessarily inclusive to the entire student body.  To be in band, you had to rent an instrument.  To be in Glee Club you had to audition and be one of 10 good singers.  For talent show and our school Idol competition you had to audition and be 'the best'.  Anybody could join bucket drumming (yay!).  I wanted to create something that would not only be more inclusive for students, but provide them with opportunities that were maybe not directly related to music, but supported music.  All students have different strengths and giving them opportunities to use these strengths helps them gain more confidence and establish a sense of belonging. I am hoping that the all boys class will be able to take on building some of our sets!  Often, the all boys classes get the 'building things' tasks around the school.
Next year I would also like to encourage more of the students in the all boys class to be part of music council.  I will promote this early on in the year and see if I can get their interest in this!  We would also like to start to sell some school music clothing and I think the design of this may be something that really interests this particular group of boys!
Posted by at No comments:

Our Third Stop...Technology Integration to Increase Student Engagement


Why Technology?
"According to Marc Presenky (2010), “more and more young people are now deeply and permanently technologically enhanced, connected to their peers and the world in ways no generation has been before” (Prensky, 2010). He further comments that students unanimously do not want to be lectured to. They desire respect, trust and to have their opinions valued and counted. They want to connect and work with their peers, where they can make decisions and share control, while preventing slackers from getting a free ride. Students want to express and share their opinions and ideas both in the classroom and around the world. Most importantly they want to create using the tools of their time and to have an education that is not just relevant but also real (Prensky, 2010; Richardson & Mancabelli, 2011). 
Teachers have an obligation and duty to meet the needs of their students but to date, there is still a strong disconnect between the world that students live in and the overall teaching practices that exist. This research project explores one aspect of the gap of the digital divide that exists between students and teachers today" (Wood, 2012).

 The concept of technology integration in the classroom has been written upon extensively in academic literature.  Authors to note include Prensky, Ertmer, Hedberg, Petko, Ottenbreit-Leftwich, Lawless & Pellegrin, McCollum and the Partnership for 21st Century Skills, to name a few. In August 2012, I completed my Masters of Education through The University of Ontario Institute of Technology. My masters program was focused on technology so I have had a lot of time to think about the role of technology in the classroom. Having spent two years working full time in the insurance industry, and four years part time, I had a chance to see how much technology played a role in the working world. When it came to selecting a topic for my thesis research, I wanted to do something that was going to benefit my school and my school board, after all, how often does anybody really read someone else's Masters of Education Thesis?  I had a keen interest in looking at Teacher's Attitudes Towards iPad Integration in the Middle School Classroom. Before really getting into the bulk of my research, I had assumed that since iPads had been out for a few years, that there would be lots of information published about how they are used in the classroom. This was hardly the case. Most information that was written about iPads were from studies in special education classrooms, usually with autistic students, or those with disabilities that prevented them from verbally communicating with others. There is no doubt that technology can play a key role in the success of our students and that to prepare them to be 21st Century Learners, it is necessary. The students we teach are growing up in a very different culture that we did.  As Malcim L. Edwards states "The culture that we now experience as mainstream culture is the culture of the computer age, where everything happens at light speed.  This is the culture that is revered in the media, shown on the movie screen and absorbed by us all.  It is a particularly aggressive culture in the sense that it tends to trample on and subsume others" (Edwards, p. 16).

Although the article is slightly outdated, Kristen A. Albert presents some good ideas on how to use technology to enhance music learning.  She offers ways to evaluate resources on the internet, although not all of her considerations are necessarily applicable anymore.  The first category she has is speed.  Generally speaking, most schools and homes now have high speed internet so having webpages load slowly is not really something that is of concern anymore. Also, with the rise of so many different internet website design sites, it has become very easy for anybody to create their own websites, which puts less emphasis on the concern of the use of graphics/sounds/videos on a site, but instead, creates a greater pressure to find sites from credible sources. Technology has changed so rapidly since 2002 that there are new and improved technologies which could be added to this list.

 Morrison, Farrow and Thompson report that teachers have found during the CIVIC - Composers In Virtual Interactive Classrooms, that the "use of technology in itself is a motivator (Morrison, Farrow, and Thompson, p. 11). The classroom teachers involved in this study report that students were highly motivated to complete pencil and paper tasks so that they could use the technology. Also the CIVIC program has engaged learners of all ages in composing with the use of technology. A similar program was written about in the article Music at Central Tech, One of Toronto's Oldest and Most Diverse Secondary Schools, where students have the opportunity to enrol in computers and music classes.  The students speak of much success and enjoyment in these classes.  

 A common theme that has emerged with respect to using technology in the classroom that has come up in readings and in discussion postings is that often there needs to be a time investment made up front before you use a specific piece of technology. In her article, Edwards discusses how often teachers have fears when it comes to integrating technology in their programs. This was also true of the teachers that I interviewed in my masters thesis survey.  Teachers were enthusiastic to use iPads in their classrooms but homeroom teachers were not completely sure how to use them best, and rotary teachers were worried about monopolizing the equipment and not having enough time to complete any substantial work.  Although technology integration can pose challenges, in the end, the benefits that students receive from it, and the engagement levels witnessed are completely worth the trials and tribulations of getting started.


Technology In the Music Classroom - What I currently use:


I am fortunate enough to work at a school where technology is one of our focuses.  Last year, my school board implemented a Bring Your Own Devices (BYOD) program.  This past year, although devices were allowed, the school was not completely wireless so using devices in the classroom was not always feasible.  Next year all schools in my board are supposed to be wireless which is going to completely change how we can teach in our classrooms.  Although we live in an economically diverse (although mostly lower working class) most students do have their own devices. Most of the classrooms, including my own, are equipped with a document camera, ceiling mounted projector, computer(s), screen, and speakers.  We also have one Smartboard at the school that is on loan from one of our feeder schools. I utilize all of these technologies on a daily basis (except for the Smartboard).  We also have available to us two carts of netbook computers and 2 carts of iPads.  This year, we purchased 6 iPads for our department as well we can start to use them more next year. They only arrived in June.

After first term report cards I started using the online program called Edmodo. It has started to change my teaching practice.  Students can ask me questions online and get in touch with me in the evenings if they have questions before a test or if they are working on an assignment. Students can also ask questions of each other. You can give students quizzes on Edmodo as well and the program marks them for you which can be handy when trying to diagnose where students are with their knowledge. I also had students post assignments or links to their assignments this year and the comment on Edmodo and ask each other questions. It was very interactive and there was lots of discussion generated.

 In late June when I was done getting through the required curriculum and had got the iPads initially set up, I let a few of the classes play with Garage Band. I was shocked at the engagement of the students when given this opportunity. I had asked them to pack up and nobody moved. I literally had to approach each group and ask for the iPads back and they all wanted to show me their compositions. I cannot wait to use this program more next year!

I use the document camera, computer and projector for most of my daily lessons. I try to show short YouTube videos when I can.  I have shown my students Eric Whitacre's virtual choir virtual choir and we have also watched a few music related TED Talks.  One particular TED Talk that I love to show the choir is Eric Whitacre's Virtual Choir. He recently complete Virtual Choir 4.0.  I will also use YouTube to do some listening activities. The document camera is great for project music on.  This is especially helpful during the guitar unit because students can see the music and the chords at the same time (or finger positions).  I also use the Naxos music library on occasion to find and play songs for the students.  I have used Prezi for many lessons as well.

 I also used the video recording function on the iPads this year and plan to continue to use it next year too!

 Another program that I have used is Finale.  I have had students spend two periods in the computer lab.  During the first period they get a quick demo of the program and a chance to play around with it.  During the second lesson they have to write a song (using strict guidelines - to be changed for next year!).

 I have also started to download some apps for the iPads at our school.  So far I have the following apps (note some are music specific, others are used or will be used to enhance the classroom):

  • Podcasts
  • Tiny Piano
  • Garage Band
  • CBC Music
  • Songza
  • iMovie
  • Extras4iMovie
  • Twitter
  • Sock Puppets
  • Zondle
  • Dropbox
  • Whiteboard
  • Notability
  • Audience
  • Google
  • Comic Life
  • Idea Sketch
  • TED
  • WordPress
  • Educreations
  • JogNog
  • ClassDojo (Behaviour management - works well!)
  • TeacherKit (Great for record keeping and seating plans)
  • Evernote
  • Prezi
  • BrainPop

What Music Technology (or other Technologies) Do I Plan to Use? Why?


One of the best parts of this course for me was sharing resources.  Often as teachers we get into our own little bubble of our classroom and with our busy schedules, especially as music teachers, we lack the time to go see what else is out there as far as resources are concerned.  Having done some technology related activities with the all boys class, I know that some of these resources are going to get them very excited and engaged in their own learning. Some of the resources shared are going to completely change the way I teach.  Below, I have included some resources, who shared them, including what they said about them in their posting. I have wrote in red how I plan to use specific items  with the all boys class.  Some of these technology resources I would like to look further into and that is why they have been placed on this list, along with comments from the teachers that have posted them.  This list is not set in stone but it is something that I will use as a resource and come back to often.  I have eliminated duplicates that have come up in other postings, or if I am already using them.

As posted by Eric in Technology Resources:

Computer Assisted Instruction

Music Ace: play based learning of music rudiments -We have this program currently at my school and I think that the all boys class may enjoy exploring it for a period for something different.

Smart Phone/iPod/Tablet Apps

Metronome apps: useful for personal or small group practice - I have one of these on my iPhone and I use it in class. I would like to download this for the iPads so that we can practice playing with a metronome. Quite often all students rush when bucket drumming.
Tuning apps: useful particularly in guitar classes, but could be used for wind instruments - some of the all boys students are also in band so for these students I would use a tuning app so that they can tune their instruments. I do not let the students tune the guitars.
Drum machine apps: interesting for students to be creative with - The all boys class typically LOVES drumming so any opportunities that they get to play with drums they enjoy. This would also help with the volume level in the classroom.

Personal Recording Devices

These could be used for recording the whole class, small groups, or individuals
These can include smart phone apps or stand alone pieces of technology: this is useful for students to hear themselves and to think critically about their playing while they are not focussed on playing to correct notes and rhythms. - There are many things that I will use personal recording devices for. One of them will be for self assessment!

From Anthony:

Websites:

Musictheory.net for theory and ear training - I am so excited to find this resource! The boys class especially hate doing pencil and paper theory work. I want to try this out with them and maybe play some games based on the theory from this website. I have played jeopardy using PowerPoint and whiteboards with them and the loved it.
http://clmu.alexanderstreet.com - database of classical scores (free)
ultimate guitar.com -tabs and chords

Smartphone/Tablet:

Doc Scan HD - take a picture and convert it to text


From Kristin:

CAI (Computer Assisted Instruction):

By Athanasios:

Theory/Ear Training - makingmusicfun.net - Another theory website that I would like to try with the all boys class.

By Diana:

Music Teacher Resources:



iPad Music Education Apps: Check out the links below…

http://issuu.com/wrightstuffmusic/docs/ipad_music_education_apps
http://musicwithmrsdennis.blogspot.ca/2013/01/110-free-music-education-apps.html
http://techinmusiced.wordpress.com/recommendations-apps-accessories/
http://www.olecommunity.com/must-have-ipad-apps-for-teachers/ - I want to spend some time looking at these sites to find some apps that the boys may enjoy.

Infographics: Again, I want to explore these sites further and share some of them with the all boys class.

These can be incorporated in several lessons, allowing students to have a visual to look at as you elaborate on topics, or to use as a ‘hook’ when a new topic is introduced.

Neat Assignment Ideas:


  • Fakebook: http://www.classtools.net/fb/home/page - Although I haven’t tried this assignment yet, I think that it would be neat to have students choose a composer that they can analyze. A colleague of mine completed a similar project using the real Facebook website, but with Fakebook you do not have to deal with social media issues. I originally came across Fakebook through this blog (check it out to see how this teacher implemented Fakebook): http://toengagethemall.blogspot.ca/2013/01/status-updates-from-past.html?m=1 - I did a "Facebook" assignment with my students this year on a piece of paper. This would be a great way to do the same thing but digitally! I am looking forward to trying this with the students!
  • Wordle: http://www.wordle.net/ - Create visual brainstorming graphics. This could be used in a music classroom by having students look at a specific instrument, style, composer, culture, etc.
  • Tagxedo: http://www.tagxedo.com/ - Like the Wordle website above, but you can put your words into specific shapes and themes. - This would be a great way to get students to share what they know about a topic. This could be done at the beginning and the end of a unit to see the progress that has been made.
  • Glogster EDU: http://edu.glogster.com - This is a website where students can embed their work (information, graphics, videos, etc) for a particular assignment using specific themes. There is a small fee to use for the school year, but you can get a single login as a teacher for free in order to play around with the website/platform. I have seen this used as an excellent website to engage students in a Learning Strategies classroom.
  • Create your own Infographics: http://piktochart.com/ - Students can create their own Infographics to present information for an assignment, or teachers could use this website while lesson planning.
  • Loop Labs: http://www.looplabs.com/ - Introduce students to composition by having them compose using loops with this online platform. - This looks very promising for the all boys class.  They love creating their own rhythms and "beats" so this would be a good program that is easily accessible for them to use.
  • Jam Studio: http://www.jamstudio.com/Studio/index.htm - Similar to Loop Labs, students can create their own music even if they do not play an instrument, or are new to reading music.
  • WebQuest for Music Through the Ages: http://www.zunal.com/webquest.php?w=78114 - A historical eras project where students work in small groups to produce a final project of their choice. Steps are all explained in the left hand menu. This would be a good way for the boys to get some exposure to music history and they could present their information digitally.
  • In Bb: http://www.inbflat.net/ - A collaborative project that allows students to start/stop as many videos as they wish to create their own music using these loops. This could then be recorded using Audacity as a “final product.” It could also be an introduction activity before sending off students to record their own loops for a similar project of their original material.

Classroom Tools:


Interesting Articles/PD:

References:


Albert, K., Using Educational Technology to Enhance Music Learning. Music Education International Article available in full text.
Edwards, M., Music Education as a Conserving Activity. Canadian Music Educator article in full text.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher Beliefs and Technology Integration Practices: A Critical Relationship. Computers & Education, 59(2), 423-435. doi:10.1016/j.compedu.2012.02.001

Ertmer, P. A. (1999). Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration. Educational Technology Research & Development, 47(4), 47-61. doi:10.1007/BF02299597

Ertmer, P. A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology Research & Development, 53(4), 25-39. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19511442&site=e host-live&scope=site

Hughes, J. (2005). The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302. Retrieved from http://www.editlib.org/p/26105

Kagohara, D. M. (2011). Three Students with Developmental Disabilities Learn to Operate an iPod to Access Age-Appropriate Entertainment Videos. Journal of Behavioral Education, 20(1), 33-43. doi:10.1007/s10864-010-9115-4

Kagohara, D. M., Sigafoos, J., Achmadi, D., O’Reilly, M., & Lancioni, G. (2012). Teaching children with autism spectrum disorders to check the spelling of words. Research in Autism Spectrum Disorders, 6(1), 304-310. doi:10.1016/j.rasd.2011.05.012

Hedberg, J. G. (2011). Towards a Disruptive Pedagogy: Changing Classroom Practice with Technologies and Digital Content. Educational Media International, 48(1), 1- 16. Retrieved fromIPAD IMPLEMENTATION IN MIDDLE SCHOOL: THE TEACHERS’ 126 PERSPECTIVES
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ919195&site= ehost-live&scope=site; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/09523987.20 11.549673

Hew, K. F., & Brush, T. (2007). Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research. Educational Technology Research and Development, 55(3), 223-252. doi:10.1007/s11423-006-9022-5

Lawless, K. A., & Pellegrino, J. W. (2007). Professional Development in Integrating Technology into Teaching and Learning: Knowns, Unknowns, and Ways to PursueIPAD IMPLEMENTATION IN MIDDLE SCHOOL: THE TEACHERS’ 128 PERSPECTIVESBetter Questions and Answers. Review of Educational Research, 77(4), 575-614. doi:10.3102/0034654307309921

McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How use of an iPad Facilitated Reading Improvement. TechTrends: Linking Research and Practice to Improve Learning, 56(3), 20-28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ960556&site= ehost-live&scope=site; http://dx.doi.org/10.1007/s11528-012-0572-6

McCollum, S. (2011). Getting past the "digital divide". Education Digest: Essential Readings Condensed for Quick Review, 77(2), 52-55. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ964224&site= ehost-live&scope=site; http://www.eddigest.com/index.php

Morrison, R. , P. Farrow, R. Thomson , CIVIC Composers in Virtual Interactive Classrooms. Canadian Music Educator article in full text. (Available in the Course Readings)

Murray, O. T., & Olcese, N. R. (2011). Teaching and learning with iPads, ready or not? TechTrends: Linking Research and Practice to Improve Learning, 55(6), 42-48. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ948100&site= ehost-live&scope=site; http://dx.doi.org/10.1007/s11528-011-0540-6

Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher Value Beliefs Associated with Using Technology: Addressing Professional and Student Needs. Computers & Education, 55(3), 1321-1335. doi:10.1016/j.compedu.2010.06.002

Partnership for 21st Century Skills. (2012). Partnership for 21st century skills. Retrieved July 1, 2012, 2012, from http://www.p21.org

Petko, D. (2012). Teachers' Pedagogical Beliefs and Their Use of Digital Media in Classrooms: Sharpening the Focus of the "Will, Skill, Tool" Model and Integrating Teachers' Constructivist Orientations. Computers & Education, 58(4), 1351-1359. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ955363&site= ehost-live&scope=site; http://dx.doi.org/10.1016/j.compedu.2011.12.013

Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Thousand Oaks, CA: Corwin.

Richardson, W., and Mancabelli, R. (2011). Personal Learning Networks Using the Power of Connections to Transform Education. Solution Tree Press. Bloomington, IN.



Wood, Lauren A. (2012).  Teacher's Attitudes Towards iPad Implementation in the Middle School Classroom. UOIT Masters of Education.
Posted by at No comments:

Wednesday, August 7, 2013

Our Second Stop...Assessment and Student Involvement

I have never had students assist in the development of a rubric.  I have avoided doing this because it would mean creating multiple rubrics and I felt like it could be an organizational nightmare and that the students would not get all of the curriculum pieces that needed to be there. The readings and discussions in this course have helped me see the value in incorporating student involvement in the development of a rubric.  Not only will they feel like that have input into what they are learning, but they will have a better understanding of what they need to do in order to accomplish the outcome that they desire.  Another aspect of assessment that I did not include enough of is peer and self assessment.

Leslie Stewart Rose argues that "to give equal opportunity to each of our students, it is necessary to formally and clearly teach the steps and skills of self-assessment in our classrooms" (Rose, p.23). Rose's steps to teach self assessment include the following:

  1. knowing where you want to go
  2. knowing where you are and
  3. making a plan to reach the goal.
She believes that "centring the classroom activities on a self-assessment empowers students to "learn how to learn"; to become critical thinkers and independent musicians; to break with the traditions where the music teacher provides the interpretation and answer" (Rose, p.23).  Another important point that Rose addresses is the idea that when we focus on self-assessment it clarifies student misconceptions about assessment and evaluation; assessment is not about marks, but rather about learning. Having students provide their input in class rubrics helps to establish clear goals and expectations.  There is less discrepancy and discussion about grading and a larger focus on the quality of work produced. When students are able to self assess their work they become better and more independent learners and musicians. Rose argues that it is important to have self assessment as part of our practice because:
  1. it fulfils the expectation that students will analyse their own performances;
  2. the students indicate a positive affect on their learning;
  3. there is a marked increase in focus during student-led rehearsals;
  4. there is less discrepancy between the marks that the teacher assigns and how the student see themselves;
  5. the students use more precise language to describe abstract concepts; and
  6. the students are more independent musicians.
When students are provided with the opportunity to self assess they are able to identify a musical target performance, judge their own performances (or even their peer's performances) and develop and implement strategies to meet their target performances.  This also helps them to feel like they have more of a say in their own learning.

In the future, I want to incorporate more student involvement both in the creation of projects, and rubric development. I also want to teach students how to self assess so that they have a better understanding of where they are, where they want to be, and the steps that they need to take in order to get there. These ideas would be particularly useful in the all boys class because they are always saying how they want to learn about certain things, like hip hop, and they often try to tweak the projects that I originally give them.  Providing them with these opportunities will help them feel like they have more of a say in their own learning and the process of self assessment will help develop their critical thinking skills in a deeper way.
Rose, L.S. Teaching Self-Assessment: Know Where You are, Know Where You are Going, and Make a Plan to Get There. The Recorder article in full text. (Available in the Course Readings)
Posted by at No comments:

Our First Stop...Creativity and Ownership

Reflecting back on my teaching practice for the last three years I have identified some areas where I need some growth in order to engage all students, specifically the boys, in a better, more holistic way.


 Creativity and Composition:

 I have always appreciated the value of composition in my classroom and thought that I had some good compositional based activities for students in grade 6, 7, and 8. Each year I have tried slightly different activities and completely new compositions to keep things exciting for the students.  When giving students their bucket drumming composition project in grade 6 and 7 I had rigid guidelines for them to follow from how many bars that the piece had to be, as well as dynamic markings, specific rhythms, and timbres. I also developed these rubrics on my own without any input from the students (more on this later).  Through the readings on creativity I have realized that I have to let go of the creative control and let students have more freedom and liberty in their composition projects. I have struggled with the assessment piece of this in the past but now have an more open mind about how to assess these types of creative works. On the contrary, the grade 8 STOMP project that I have done with the students has allowed for more creativity, yet there are still things that I will tweak next year to improve it, like incorporating more self and peer assessment.

 Jackie Wiggins' article Creative Process as Meaningful Musical Thinking helped me to examine creativity and composition in my classroom and to see where changes could help to improve my practice.  One point that Wiggins addresses that resonated with me is "first, to be effective, an education experience must be meaningful to a learner.  Students need to perceive learning experiences as meaningful to their lives" (Wiggins, p. 79). Thinking back on the past year and working with the all boys class, they often wanted to learn about or talk about hip hop and rap music. I would often allow them to engage in these conversations but would often have to get them back on task to the lessons that I had planned to do with them. Often, this class would be off tasks and I think that next year if I can give them ways to have more input in their own learning, I think that they will be more engaged in what they are learning about and doing. I will also try to draw a stronger connection between what they are learning and their life outside of school. Malcim Edwards discusses how music education in our schools is a "conserving art".  "Music in the schools is essentially about live music making and we sometimes forget that live music performed by a band, orchestra, or choir is an increasingly rare phenomenon - in contrast to total music consumption. By this, I mean the totality of music available via mediated means - e.e., available via two wires and a loudspeaker" (Edwards, p.14). Edwards also says "Live music making in a school then is a conservation exercise in itself where we as music educators, preserving group endeavours and group acoustic skills that are worth of upholding in the midst of a fragmenting musical culture" (Edwards p. 14). These statements alone demonstrate the disconnect that exists in our music education classes and the lives that our students live in. I am starting to see the value in popular music in the classroom, both in listening and in composition. This is what students are listening to and appreciate, and if anything, it can be a good way to start to engage them in their own learning.
Often, we get so caught up in our own teaching practice and making sure that we cover curriculum and develop the proper assessments that we forget how important music is to students, especially those in middle and high school.  If we can capitalize on this passion that many students share for music we can better engage them in their own learning. Lashbrook and Willingham say in their article Music at Central Tech, One of Toronto's Oldest and Most Diverse Secondary Schools that music is so noteworthy because it is "so important to young people.  Today's youth define themselves through their music. If we can reach students through music then we have the opportunity to make wonderful, positive changes in their lives" (Lashbrook and Willingham, p. 32). Often the students in the all boys class are disengaged from learning in general and if we can hook them in through music, then they will start to experience success in
music.  I we can create more collaborative projects with the homeroom teachers that incorporate other curriculum strands, like media arts, than we can can start to engage these boys in new ways.

 The project lead by Morrison, Farrow and Thomson called Composers In Virtual Interactive Classrooms (CIVIC) has had much success in engaging students of all ages in music composition. Upon reflection on the first year of the project teachers have noticed that the level of on task behaviour is very high during the composition process and the reason they give for this are as follows:
  1. Composition engages all children in the learning process.  It allows children to work at their own levels. Some children enter quarter notes to create an ABA composition, while other children experiment with more complex rhythms and may even add lyrics to their work.
  2. The use of technology in itself is a motivator. June Rigdon notes that "students are highly motivated to complete pencil and paper preparation of their compositions in anticipation of the opportunity to enter their 'good copies' on the computer and to up load these copies to the CIVIC site."
  3. The act of composing validates the student of music theory and concepts. Melissa Hartery Power shared that "For the first time the students have a reason for wanting to know how many beats go in a measure and how many of what kind of note it takes to make it theoretically correct." (Morrison, Hennessy and Farrow, p. 11.)

Often when I have had the all boys class composing they are extra loud, usually both talking and singing, and you frequently see them breaking out into random dance.  From afar, it appears that these students could be off task (especially when they are singing when we are studying bucket drumming) but this is not necessarily the case. In her article, Wiggins talks about her composition experiences with students.  Some important points she identifies is that students will play melodies in their entirety, when they make a mistake they will go back to the beginning and start again, and they have a holistic approach to composition. First, they look at overall broad organizational elements like texture, form and sense of ensemble. From there they look at thematic materials and usually organize it into "chunks" and often they articulate it in a way (singing and chanting) before before they play it on an instrument.  Often they will conceive ideas in relation
to others ideas of the individual or their peers, sometimes sung and spoken rhythmically as the student plays the thematic material for the first time.  This indicates to me that although the classroom may seem like it is too loud at times, it is more likely that students are thinking through their ideas and exploring thematic material than being completely off task which in the past I have assumed to have been happening (Wiggins, p.81).  
The random outbursts of dance accompanied by their singing, often seen during compositional based activities, is what Marian T. Dura describes as "a complete picture of the music listening experience and musical understanding, however, must include this foundational kinesthetic aspect. An experience that can be so profoundly "moving" must at the very least leave its trace or effect upon the body and, at most, involve and implicate the body in tis essential workings (Dura, p. 199). I have always connected with music kinesthetically but have always thought that it was because of my background in dance. Dura explains how it goes beyond this and that physical involvement is a component of the music listening experience. One quote that resonated and really solidified this idea for me is as follows:
"It is widely agreed that the music-listening experience does involve the entire body, not only in the physical act of hearing (as, for example, in vibrations felt from approaching jet planes, loud rock music being heard in the stomach, and deaf persons hearing through bone conduction), but also in the physical reaction to the heard music (Ihde, 1976).  This response appears to be an inseparable, simultaneous integration of cognition and emotion, sometimes characterized as musical perception and reaction, and it does have an identified physical component. The body has an essential, integral role to play in cognition, including musical cognition, since, as Howard Gardner (1985) puts it, our "muscle memories" of past experiences, symbolized kinesthetically, enable us to experience aesthetically (p.228)" (Dura, p. 121). Dura also suggests that there are similarities between physical reactions to music and physical reactions to emotion, and each is closely associated with cognition. There may be a possibility that an association of music and movement might leave a lasting trace upon the brain that would be strengthened when repeated with subsequent listening experiences (Dura, p.125).  Generally, the all boys class is way more active than other classes in general and I am now able to understand the cognitive reasoning for their overactive nature in my classroom.  From now on I will encourage more movement in my classroom, especially when we are listening to or composing music. The benefits to this movement will have a positive outcome on their learning experience and engagement with the music.
Wiggins also identifies that when teachers try to make creative problems accessible to their students they often design problems that emanate from and require the ability to think about music in an isolated way rather than in a holistic manner.  Teachers will often provide students with most of the information and they will often do only a small portion of what needs to be done. Wiggins believes that it is essential for teachers to understand the broad, holistic nature of students' conception of musical ideas and the holistic nature of their work processes.  "If composing is originating original musical ideas, then the compositional tasks have to be designed to enable and support this process. Creative problems must be designed in ways that allow opportunity for the flow of musical ideas" (Wiggins, 86). My bucket drum compositional projects need to be revamped so that less restrictions are placed on the students in order for them to more fully develop their compositional skills.  This may also help create motivation to understand theory, since it will be applicable to their learning.

 Dura, Marian, T.  Movement and Music: The Kinesthetic Dimension of the Music Listening Experience in Hanley, B. & Goolsby, T (2002). Musical Understanding – Perspectives in Theory and Practice. C.M.E.A. Publication.
Edwards, M., Music Education as a Conserving Activity. Canadian Music Educator article in full text. (Available in the Course Readings)

 Lashbrook, S. and Willingham, L. Music at Central Tech, One of Toronto's Oldest and Most Diverse Secondary Schools. Canadian Music Educator article in full text. (Available in the Course Readings)

 Morrison, R. , P. Farrow, R. Thomson , CIVIC Composers in Virtual Interactive Classrooms. Canadian Music Educator article in full text. (Available in the Course Readings)

 Wiggins, Jackie. Chapter 5: Creative Process as Meaningful Musical Thinking in Sullivan, T & Willingham, L (2002). Creativity and Music Education, Research to Practice, Volume 1. C.M.E.A. Publication.
Posted by at No comments:

First Stretch of the Trip...What is the all boys class really like?

To fully understand how I have approached my driving question, a description of the all boys gender class must be provided.  The gender program at my school has been set up to provide students with an opportunity to be part of a single-gendered classroom.  The gender classes are open to students in grade 7 and 8 but not grade 6.  In grade 6 (or grade 7) teachers may recommend students to the gender program. The goal of the single gender class is to provide students with an alternative learning environment where the pressures of interacting with the other sex are eliminated and to provide lessons that better meet the needs of the students. There is no specific criteria to recommend students to the program, except that this type of learning environment would be best for them.  It has been reinforced though that these classes should not become a place where the challenging students are all placed.  Often, however, this has been the case.  In grade 7, the single gender classes are always a single gender class, whether they are in their homerooms, their switch classes, or on rotary (french and music).  In the past there has been many difficulties with the grade 8 boys on rotary so in their grade 8 year, the girls and boys will come to music as a mixed gender class.  Having taught in both scenarios, the mixed class in grade 8 has been a better experience over all.

The homeroom classrooms of the gender classes are very different.  Typically, the all girls classroom is very neat and organized and full of colour.  The boys classroom is usually very messy and by the end of the day it is always very dirty.  Another significant difference between the two classes is that in the boys classroom there are way less "regular" chairs and desks.  Many of the desks have been modified using plumbing equipment so that the boys can stand when completing their lessons.  There are also many exercise balls in the classroom so that the boys can be more active while learning.

Much research has shown that males and females learn in different ways.  Often boys are referred to special education programs for behaviour issues and this holds true at my school as well.  Research has started to show that single gender classes for the boys has improved their overall performance, increased homework and test results (Piechura-Couture, Heins & Tichenor, 2013). There has been much debate on single gender classes but one school of thought is that by having single gender classes for males, we can reduce the number of boys in special education classrooms. The Boy Factor: Can Single Gender Classes Reduce the Over Representation of Boys In Special Education.  Overall, the gender programs at our school have been quite successful and significant improvements have resulted for most students.  These results are typical as indicated in preliminary research at other schools in the USA.  Over two thirds of parents that completed surveys for an all boys program in the USA indicated that they saw increases in their child's self-confidence, independence and self-efficacy (Rex & Chadwell, 2009).  Single Gender Classrooms Having taught some students in grade 6 and seeing them in the gender class in grade 7, I would mostly agree with this statement.  There are, however, some students that the program did not work well for, and as a result, will not be part of the program in grade 8. 

This is what my classroom looks like after the all boys classroom - this is clean and orderly compared to what it usually looks like when they leave!
Rotary music lessons with last year's group of boys was often challenging, which was also noted by their rotary French teacher in discussions. After collaborating with their homeroom teachers we eventually devised a system that somewhat worked.  Before approaching the homeroom teachers I actually yelled at them one day (I NEVER yell).  They sat their silently and I reasoned with them as to what had to happen to have a class where I could actually teach for five minutes and what needed to happen so that I could trust them to work in groups and not have to worry that they would be rough housing with one another or lock each other in the practice rooms (you really can only be in so many places at once).  I made them write down on paper what I needed to do.  Their answers were mostly "yell at us" and "kick us out", two things that I try to never do.  I must note that I do not have a very loud voice so yelling really hurts! After this conversation and talking with their homeroom and switch
Waiting for the all boys class...
teacher, most lessons went a lot smoother.  They had their moments of weakness, and as a result lost out on classroom parties. I must say that as a group I did really enjoy working with this group.  The class was always very energetic.  If music was on, they were out of their seats (or dancing in their chairs).  They were usually enthusiastic to answer questions, but the problem was they all wanted to answer at the same time and had difficulties listening to one another. When given compositional activities to work on, the students that actually put an effort into what they were created, demonstrated a deeper understanding and had more creative performances than those from other classes. Overall, it was a very unique environment to be working and I want to be able to provide a program that is going to be more engaging for the boys.  My current thoughts on how to do this are by providing more self and peer assessment, having the students have more of a say in the rubrics used to assess them, and by integrating more technology into their daily lessons.  Another area where I plan to grow is in my leadership abilities, specifically in the gender program which will be discussed further in this blog.


Piechura-Couture, K., Heins, E., & Tichenor, M. (2013). The Boy Factor: Can Single-Gender Classes Reduce The Over-Representation of Boys in Special Education?. College Student Journal, 47(2), 235-243.

Rex, J., & Chadwell, D. (2009). Single-Gender Classrooms. School Administrator, 66(8), 28-33.

Posted by at No comments:
Labels: , , , , , ,
Subscribe to: Posts (Atom)