Submitted by Britta Overson (not verified) on January 27, 2008 - 13:51.
I find it slightly amusing that this blog and the correlating comments are from teachers in the arts. As a music teacher, this concept of using multiple teaching strategies correlating with the different subjects is intuitive. In fact, it is part of our National Standards for Music Education. The learner should understand relationships between music, the other arts, and disciplines outside the arts as well as understand music in relation to history and culture (MENC, 2005).
In order to teach comprehensive musicianship the teacher must take an interdisciplinary approach. They should not only learn how to perform on their instrument, but also be able to create, compose, conduct, listen to, and discuss music ("Comprehensive Musicianship through Performance," 2007). I firmly believe this concept would benefit the “traditional” classroom. Instead of merely learning how to perform (on the test), the learner can create (through the subject), listen to (experts), discuss the (concept), and compose (their own research)… you get the idea. Teachers need to be more creative if they would like to teach to this generation.
Beyond intuition, brain research supports the idea that the more ways we introduce material to the students the more opportunities they have to store that information (Wolfe, 2003). It stands to reason that creative projects that force students to activate multiple parts of their brain reach more students than the activity of taking notes, studying, and regurgitating for the test can.
I will end with the question: how can we get teachers to integrate this concept into their classroom?
MENC: The National Association for Music Education. (2005) "National Standards for Music Education." http://www.menc.org/publication/books/standards.htm
Comprehensive musicianship through performance. (2007.Retrieved January 26, 2008, from http://wik.ed.uiuc.edu/index.php/Comprehensive_Musicianship_through_Performance.
Wolfe, P. (2003, Fall). Brain-compatible learning: Fad or foundation? Retrieved January 19, 2007, from http://www.mcli.dist.maricopa.edu/forum/fall03/brain.html
Teaching Comprehensively
Submitted by Britta Overson (not verified) on January 27, 2008 - 13:51.
I find it slightly amusing that this blog and the correlating comments are from teachers in the arts. As a music teacher, this concept of using multiple teaching strategies correlating with the different subjects is intuitive. In fact, it is part of our National Standards for Music Education. The learner should understand relationships between music, the other arts, and disciplines outside the arts as well as understand music in relation to history and culture (MENC, 2005).
In order to teach comprehensive musicianship the teacher must take an interdisciplinary approach. They should not only learn how to perform on their instrument, but also be able to create, compose, conduct, listen to, and discuss music ("Comprehensive Musicianship through Performance," 2007). I firmly believe this concept would benefit the “traditional” classroom. Instead of merely learning how to perform (on the test), the learner can create (through the subject), listen to (experts), discuss the (concept), and compose (their own research)… you get the idea. Teachers need to be more creative if they would like to teach to this generation.
Beyond intuition, brain research supports the idea that the more ways we introduce material to the students the more opportunities they have to store that information (Wolfe, 2003). It stands to reason that creative projects that force students to activate multiple parts of their brain reach more students than the activity of taking notes, studying, and regurgitating for the test can.
I will end with the question: how can we get teachers to integrate this concept into their classroom?
MENC: The National Association for Music Education. (2005) "National Standards for Music Education." http://www.menc.org/publication/books/standards.htm
Comprehensive musicianship through performance. (2007.Retrieved January 26, 2008, from http://wik.ed.uiuc.edu/index.php/Comprehensive_Musicianship_through_Performance.
Wolfe, P. (2003, Fall). Brain-compatible learning: Fad or foundation? Retrieved January 19, 2007, from http://www.mcli.dist.maricopa.edu/forum/fall03/brain.html