I feel like I consistently have to re-evaluate the way I was taught music and how that translates into my teaching style today. I have always been so focused in my own education and in my classroom on working with the students who have an interest in music and participate in band and/or choir. But more and more I find myself asking why we don't provide classes to incorporate those students who may not want to perform music, but do find music interesting in their own way? I was taught to teach the classics and to appreciate "classical" music, and yet, I find much of that boring - why wouldn't the kids I teach? But it is ingrained in my head that to learn to listen to, respond to and teach more "modern" music is basically blasphemy to all a school's band and choir program holds dear! (OK, a bit dramatic, I know).
I'm still skeptical, but I was very interested in Elizabeth's story from our Bauer text. This excerpt described a classroom in which many of the "classical" techniques, vocabulary and concepts were taught in relation to modern music that students were invested in. In real life would this work? I still find it a little unbelievable that the discipline issues magically went away and these uninterested kids from weeks before were so excited that they would stop their teacher in the hallway for music discussions - but I find myself asking, if that was a possibility, would I be willing to make a change in my philosophy to find out if this could be a reality. I have argued many times for music in the schools and how important music is for social, emotional and even physical development that all students should be involved in music - but I have also found out that students who have no interest or investment in the subject rarely receive those benefits. This leads me to the conclusion that I need to find a way, like Elizabeth did, to relate to students in new ways that can blend the "classical music education" with modern songs and technologies to reach each student and not just the students who are already invested in a band or choir program.
The other point that really hit home for me was how music is part of the human experience. All cultures have music and music can effect everyone in a culture. Music draws out emotion, moods, even sets toes tapping from people who swear they have no rhythm and "don't like music." If every person is "pre-programmed" to relate to music, my goal as a teacher is to find the "right" kind of music to motivate each student. This prospect both excites me and scares me to death...what if I can't relate to their music. I guess I need to teach myself to appreciate music as I teach students to appreciate music. I think I will have to begin this process by revising my philosophies about modern music...yikes!
Sarah,
ReplyDeleteI struggle with this as well. As a choral guy who is all about "art music," it is difficult to consider teaching terms and concepts with current music. There is much value in the old war horses. For me, the fear comes from not wanting my students to only desire experiences with current music. I want to broaden their horizons, not just cater to what they already know. The balance for me has been in trying to find pieces that teach the choral concepts I want, while also engaging them. It's a tight-rope I find myself falling off of regularly.
There are too many students I haven't been able to reach. If all it takes to reach that student is for me to be removed from my comfort zone... so be it. (I took one such step today... my show choir is learning Pompeii - first statement they made when I passed it out: "I thought you hated pop music". I clearly haven't been communicating well)
Thanks for your post! It really "struck a chord" with me this week!
I think that what is missing in so many students lives is relevance. To me, kids lose interest in music because what is taught in school does not mean anything to them. So often I think we take this almost as an insult (how DARE you dislike this Haydn symphony!). There is certainly something to be said for gaining an appreciation for something when at first glance (or listen) you didn't like it. Sometimes however, that simply is not the case. Sometimes students need that relevance to care about something. My guess is that if you asked a student to tell you everything that they know about their favorite musician, they would enthusiastically begin rattling off a laundry list of facts. Just because such a student doesn't fit into the usual mold mean that they should be excluded. So what if they don't like listening to typical "school music"? The chapter that we just read touched on creating life-long listeners and appreciators or music. Do we really expect our students 70 years from now to have Holst or Debussy on their playlist? Or even current figures such as Kanye West or Taylor Swift? We are supposed to encourage accepting all music that is well-made, even if it goes against personal tastes.
ReplyDelete