Overall, my experience with the Iowa State University Music Education Programs has been and incredibly effective and worthwhile experience. While there are always areas that can be improved upon, especially in the ever changing world of education, I believe that ISU’s program is set up in such a way that adequately prepares students for what the real world of music education looks like. In order to properly frame my reflections on the Music Education Program, I will be using the Iowa State University Teaching Standards that were in place during my time at the university.
CONTENT AREA This particular standard is possibly both the most covered and the least covered in the program right now. There is such a wide range of content that exists
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I believe that this is even more crucial for those of us whose primary instrument doesn’t fit into the traditional jazz ensemble. During my first placement, I had the opportunity to work with a jazz band and despite being someone who has participated in jazz ensembles for many years, I found myself lacking greatly when it came to teaching jazz to students. I’m glad that I student taught in the Fall because while I am searching for jobs and subbing this spring, I will be able to dedicate some time to reading literature about jazz pedagogy and effective jazz techniques. This is by far my biggest issue as far as content area is concerned and really with the music education program in …show more content…
Through Lab Band and the official Music Education classes, I felt like I had plenty of opportunity to use my peers as a means to try and differentiate instruction to a wide array of individuals. Something that might be interesting to consider would be encouraging students to be more involved in some of their practicum placements. Some of my practicum placements ended up as being a mainly observational experience, but the ones that I found the most helpful were the placements where I got involved, taught lessons, and had experience working with the
Payne, B. (1997). A review of research on band competition. Bulletin of the Council for Research in Music Education, 33(1), 1-21.
Lehman, Paul R. et all. The School Music Program: A New Vision. (1994). Reston, VA. Music Educators National Conference.
Music education has always been an underappreciated concept, but as a future teacher it terrifies me to know that there are children that be...
As a musician you are exposed to many different types of terminology, ideas, debates and concepts most people are not. There are Interest and topics that we find appealing like the different language that we use to communicate with each other, are very different from someone that is heavily invested in other activities likes sports or even knitting . With these differences we have formed our own social group. The definition of an music educator is a field that touches on all domains of learning, including the psychomotor domain, the cognitive domain, and, in particular and significant ways, the affective domain, including music appreciation and sensitivity In our community we strive to achieve the goals set in this definition and also to move forward in our advancement of music in the world
Whether the student is a beginner, or someone who has studied music for a number of years, the way in which one views oneself as a musician can be an important factor in the kinds of experiences one has with music. A quality music education is one that challenges students to set clear and achievable goals, think musically and critically, and apply what one has learned in a meaningful way. If a musician harbors a negative view of his or her musical abilities, the lasting effects of this view on his or her musical experiences and achievement could be challenging to overcome.
In order to help spark that passion inside of others I must accomplish my first goal of obtaining my bachelor 's degree in music education and gaining my teaching endorsement for K-12. I intend on accomplishing this goal by attending the University of Nebraska at Omaha starting the fall semester of 2016. After attending UNO for 4 to 5 years I will begin my search for a high school instrumental music employment opportunity. Once I am employed I will be able to begin fueling the fire of passion in some students.
Sheftel, B. (2002). Music Education Curriculum in Public Schools. PageWise, Inc, Retrieved August 6, 2003
Steven, Kelly, N. (2002). A Sociological Basis For Music Education. International Journal of Music Education. 43. Pp. 40-49
Throughout history music has had a profound effect on a person’s mind, body, and consciousness. A song or piece of music can trigger vivid memories, and induce emotions ranging from deep sorrow to unabashed joy. Music can drive listeners to patriotic fervor or religious frenzy, or it can soothe the savage beast we call human. There have been many advances in technology that have let us study how music affects the brain. Music causes all sorts of activity in the brain, especially during musical improvisation. Music can tremendously help people with certain mind damaging diseases, and in some cases it can have negative effects.
middle of paper ... ... Music was not taught in the high school I was in. To satisfy my interest in learning about music and how to play musical instruments, I had to find a source of education other than school; a great depiction in agreement with Graff’s claim that students are being limited by not considering their interests when creating curricula (Graff 197). In conclusion, education is broader than just falling into what the contemporary school system has to offer. Both Gatto and Graff proved this by explaining how conforming students to certain perspectives of education limits their potential in other educational branches that interest the students.
The job of a music educator is to foster an environment where everyone can succeed in music. Students have the ability to grow and to be a part of a team through their participation in group activities. We must encourage the growth of students within our music education program, not just as musicians but also as individuals.Instrumental Music For Special Learners
Brown, L. L. (2012, May 25). The Benefits of Music Education. Retrieved September 29, 2017.
Music education plays an enormous role in student’s overall well being, outweighing the costs of it. In 1994, Congress passed the Improving America’s Schools Act, concluding that “...the arts are forms of understanding and ways of knowing that are fundamentally important to education” (Ford, AdamMcMahon, Maureen). Congress recognized the importance of music education. Now the effort must be made to make a difference. If people really do want the best for the future, music education is key. Ramon Cortines, former chancellor of the New York City public schools stated, “We engage in the arts, we ought to teach the arts, because this is part of what it means to be human” (“Arts Education”). When people eventually realize this, the benefits will be vast.
...e and play the music from that area and have someone come in to teach the children a dance or put on a show. The possibilities are endless. Children will gain an appreciation for the differences in others. This also teaches children that it is ok to be different; we are not all alike in every way.
For me personally, music appreciation is defined as looking at different pieces of music and musical forms, and learning to find appreciation for them. This appreciation is formed not only by listening to several pieces of music, but by learning to understand what you may be listening too. This involves introducing yourself to many pieces of music and learning to interpret, what makes each piece different and unique. Understanding the historical background and societal changes that have taken place during the creation of the musical piece, is also an important factor to consider. Music is not only creative, but it also makes up part of a societies history. Music is an art form that connects different societies and cultures together, it possess the amazing ability to make us into one.