We've spent some time in class discussing how to use visual tools to enhance learning in the classroom. The phrase, "A picture is worth a thousand words," comes to mind, but I think it's also important to note that, oftentimes, a picture is not enough or not ideal for what ideas one wants to convey. Visuals (and really, teaching as a whole) are just as much about the organization of one's ideas and how they are conveyed. The readings we've gone over have only strengthened my belief that presentation of these concepts has as much to do with learning as the actual content being taught.
Thus, I created a rather text-heavy visual to guide students through the process of listening to music for the purpose of shaping it for their own performances. I borrowed heavily from Aaron Copland's "What to Listen For in Music," where he details various ways to listen to music, each of which brings its own merits that I would want my students to focus on.
My infographic can be found here
I stated earlier that my inquiry topic for the semester would be focusing on ways to make the classroom more student-centered - that is, students would take a bigger leadership role in determining how the class is taught. I feel that a part of this is contributing their input on what they envision a performance to be like, and that this infographic should apply to all but perhaps the youngest students, though I would likely modify the language for elementary and middle school students.
I am quite familiar with Aaron Copland's ideas on listening in music, having touched upon them in other classes for the purpose of just listening. But in making this infographic, I began to think about how to apply it in my own classes beyond getting a taste for thoughtful listening. It's quite easy, when learning music, to simply hear a piece once and jump straight to learning the notes with the idea that getting the notes into one's head will then allow us to move to the next steps of memorizing, shaping, and eventually performing. However, it can be better to take a step back and look at the piece as a whole rather than jumping to the notes immediately, which are really only a part of how we create music.
While I have incorporated images into it for the purpose of associating imagery with each step, I feel that the biggest benefit of presenting this information in this way is the organization of it. Students can focus on one section or step at a time without getting as overwhelmed by the block of text that this would become if it were simply a typed Word document. By presenting information in a way that is more visually appealing and easier to digest, hopefully the process that is detailed here feels less like a task and more like an activity for the class to do that furthers us towards our goal of learning music to the best of our ability.
Thus, I created a rather text-heavy visual to guide students through the process of listening to music for the purpose of shaping it for their own performances. I borrowed heavily from Aaron Copland's "What to Listen For in Music," where he details various ways to listen to music, each of which brings its own merits that I would want my students to focus on.
My infographic can be found here
I stated earlier that my inquiry topic for the semester would be focusing on ways to make the classroom more student-centered - that is, students would take a bigger leadership role in determining how the class is taught. I feel that a part of this is contributing their input on what they envision a performance to be like, and that this infographic should apply to all but perhaps the youngest students, though I would likely modify the language for elementary and middle school students.
I am quite familiar with Aaron Copland's ideas on listening in music, having touched upon them in other classes for the purpose of just listening. But in making this infographic, I began to think about how to apply it in my own classes beyond getting a taste for thoughtful listening. It's quite easy, when learning music, to simply hear a piece once and jump straight to learning the notes with the idea that getting the notes into one's head will then allow us to move to the next steps of memorizing, shaping, and eventually performing. However, it can be better to take a step back and look at the piece as a whole rather than jumping to the notes immediately, which are really only a part of how we create music.
While I have incorporated images into it for the purpose of associating imagery with each step, I feel that the biggest benefit of presenting this information in this way is the organization of it. Students can focus on one section or step at a time without getting as overwhelmed by the block of text that this would become if it were simply a typed Word document. By presenting information in a way that is more visually appealing and easier to digest, hopefully the process that is detailed here feels less like a task and more like an activity for the class to do that furthers us towards our goal of learning music to the best of our ability.
Aileen,
ReplyDeleteI really like how you used your visual to make the music listening more student centered. Asking the students their opinion is an excellent elaboration on Copland's ideas. Additionally I like how your infographic focused more on text organization rather than just images. Great work!
-Cassandra Diehl
I like your infographic and how you have steps on what to do. I am glad that you also told them how to do the step and not just have the step. I know some teachers that didn’t have examples when I was growing up. I agree with you when you say that a picture is not enough or not ideal for what ideas want to convey. I find it hard sometimes looking for the right picture and more than not I don’t use a picture because like you said it doesn’t convey what I want it to. Your last sentence is great! I couldn’t agree more with we as teachers have to make things look more as an activity rather than a task this way the kids will pay more attention (I found out with doing a few observations at different levels). But, then there is times that you have to make it look like a task because they need to get certain things done. I really liked your post and infographic, can’t wait to see what else you come up with.
ReplyDeleteI think it's great that you incorporate different ways of interpreting music. You make a good point about a picture being worth a thousand words; how much is a song worth? I also like that you approach experiencing the music through different methods. I think this would work well in a classroom because the students might connect with one method over another and more students could participate effectively.
ReplyDeleteAileen,
ReplyDeleteThe infographic you've created captures concrete steps for active, purposeful listening. That is no simple task! I really enjoyed reading/viewing. The steps are manageable, yet provoke deep thought. The way you arrange your text makes for easy reading, and it is clear what the most important ideas are. Great work!
Hi Aileen!
ReplyDeleteI greatly enjoyed your visual aid of some useful techniques to consider when listening to music. By providing these suggestion for the students, it truly helps them focus on what they should actually be listening for. Students may find difficulty when being asked just to listen in general, but by providing examples and useful techniques, helps the students focus in more when listening. Great job!
-Roman
Hello Aileen,
ReplyDeleteI really appreciate this infographic! I liked what you said about actually learning more about the piece of music as a whole to really help you play the music later. I was in band in high school, and we didn't always do this! Sometimes our teacher would tell us a story behind the song, but not always. I think this would really help students understand what type of feelings should be associated with the music, and ultimately, the best way for the song to be played! I liked the questions you asked at the end of the graphic, what they liked/disliked about how the musician's played. It really offers a community for the band, to come together as a group and decided how they would want to play the music, and not just the conductor telling them!
Great Job!!
Hi Aileen,
ReplyDeleteYes, it’s very important to present a well-organized lesson or visual to be able to teach something effectively. The language that you used is well-organized and fluent (almost like listening to music). I also like the idea of empowering students by letting them know that they have choices in the activity. When students are empowered to learn then they are more likely to take ownership of what they’re learning. The choices in this activity also provide them with an ability or outlet for expression and creation! Your introduction and visual has helped me to gain a more in-depth understanding and appreciation for what a student-centered education means and looks like! This is a highly respectful way to facilitate a students’ education. Learning involves a sensorial experience and when students can learn this way; they can become fully immersed in what they’re learning.
I can see this as a poster displayed in my old high school band class! It's simple, effective, to-the-point, and, pardon the pun, upbeat! The positivity from this poster oozes out. You've done a great job here respectfully empowering students using a tried-and-true model from a respected musician. I like how you spend a lot of time asking questions of the students. Getting them engaged in critical thinking is always a big plus. Well done!
ReplyDelete-Jayce
I really like the concept behind this graphic! I've used this sequence before and think it's great to go through each step and record your thoughts along the way. We've done similar activities where everyone is free to write or draw anything that comes to mind when they are listening to a piece. Airing those ideas gets the creativity flowing and helps connect those thoughts to emotions and interpretations of the music. I think that proper listening is sorely underappreciated most of the time so I'm happy to see a great guide on it!
ReplyDelete- Chris VL-W