According to Johns Hopkins School of Education’s website, bringing in music to a classroom could result in altering one’s brain wave, a higher level of concentration, and increased attention and imagination (Brewer 1995). These are very similar to the positive outcomes that Romick discussed in his article that he noticed occurring in his classroom after creating lesson plans correlated with songs. Also similar to Romick’s beliefs, Chris Boyd Brewer states, “Music will activate students mentally, physically, and emotionally and create learning states which enhance understanding of learning,” which will not only benefit the teacher, but also the student while gaining a greater knowledge in the class (Brewer 1995). The music helps create different feelings to emerge, inspiring creativity and a different outlook than simple textbook related material. Another well given point I found that was stated by another ELA teacher, Heather Wolpert-Gawron, was that music enhances the brain and inspires great writing prompts or poetry connections, similar to what Romick referred to as well (Gawron
A shift in the conformity versus individuality attitude concerning mandatory classes and curriculum would cause several benefits to both students and schools. Each student has their own unique personal interests and passions. Some are numerical and scientific geniuses, while others have an enviable passionate way with words. These passions often manifest themselves in students and influence them to follow their passions and pursue related careers. That being said, why are we training future writers to solve complex mathematical problems that they will never encounter outside the classroom, or future engineers how to write 20 page dissertations on why Rome fell?
Additionally, since I was composing an étude, I needed to incorporate technicality as well, so I assessed my project’s focus on virtuosity and a specific technical element. I also decided to develop criteria for musical form, as a lot of music in general shows presence of section, development, and variation. My rubric deals with a lot of the information I collected from my research, combined with my prior knowledge
Given this understanding such activities should be made components of the school curriculum to facilitate creative thinking among students. Essay writing, quizzes, elocution competitions and debates should also be actively promoted in schools. In preparing for elocution competitions and debates, students are compelled to do their own research on the topics they have to present – invariably, this will enhance their quest for information (knowledge), and contribute to improving their reasoning and critical thinking skills.
Aim The aim of this portfolio is to trace several instigators that have an impact and determine young learners first motivation to begin active forms of engagement in musical learning, such as instrumental lessons. Not only a description of them but also the identification of these factors as promotive or demotive, having an adaptive or maladaptive impact to musical development. Guided by the longitudinal study carried out by McPherson and Davidson (2012) who explored the biographical determinants of different musical journeys and of musical excellence, I embark my self in a process of literature review to look for the different catalysts shaping children musical tendencies and comparing one case study from their research, and one student
The future of our nation depends on providing our children with a complete education that includes music.” Music education is a necessity in every child’s education. To begin with, music helps in education and aids people to develop sharper skills that will help academically and mentally. It is said that a creative mind has the ability to make discoveries and creative innovations. Music encourages or pushes people to use their minds in a creative way, which requires a lot of intellect.
Reflection I The article that I have chosen to reflect upon was written by David Rose and Nicole Strangman. The title of the article is “Universal Design for Learning: Meeting the Challenge of Individual Learning Differences Through a Neurocognitive Perspective”. This article describes why the “one size fits all” approach to curriculum is the reason why many students are not learning as well as they could.
Birch (1969) argued that teachers’ attitudes and confidence to teach music can have a lasting influence on pupils. Other research suggested that teaching behaviours can be learned from past experiences, including teachers’ choice of teaching materials and other aspects of classroom learning (Stakelum, 2008b; Ferguson,
Music education provides personal benefits to students that enrich their lives. In the study of perceived benefits of music by Dimitra Kokotsaki and Susan Hallam, it was found that “participating in an ensemble enhanced feelings of self-achievement for the study’s participants, assisted individuals in overcoming challenges, built self-confidence, and raised determination to make more effort to meet group expectations regarding standards of playing” (12). In an ensemble, every member is equally important, from the first chair to the last chair. Thus every person must be able to play all of their music and be ready for anything. When one person does not practice their music and comes to rehearsal unprepared, it reflects upon the whole ensemble.
Secondly, I wish to be involved in more fieldwork experience so as to improve my social work skills. Besides, I hope to get more guidance during my social work practice because only reflection can make practice more valuable. Afterwards, participating in research work is another wish of me. I hope to get a chance to do research by conducting surveys or interviews, rather than mere literature research. Last but not least, I would like to deepen my commitment to my values.
I will use this in my paper by using it as evidence when I explain that Spanish-language music affects the development of self-identity in a university setting where they are uncommon. It can help student balance their cultures and shape their
Why is the strategy appropriate for ELL instruction? Explain how instructional activities will be differentiated. This strategy is appropriate for ELL instruction because an anticipation guide can be completed orally. Students can express their thoughts about a story by speaking to a partner or to a teacher. The number of statements to be answered can also be modified and simple statements can be made to encourage student ideas without being too overwhelming.
Taking both imagination and emotion theories into perspective as it clearly is explained within the Applied Research in Child Development article, as a feature teacher we exemplify and encourage students to be imaginative and use their feelings through arts integrations, as those theories create unique and individual learning experiences for the students. When children are to use these theories of art they have a sense of control and motivation to want to learn and continue to learn. Developing a foundation of motivation and engagement can only instigate and light a fire to the child’s education. Within my own individual classroom, it is important to support and encourage students to put forth imagination and emotions in their cross curriculum activities. I will build a
In “Mo Meta Blues” Ahmir “Questlove” Thompson, examines his career and life through a postmodern lense. To start, he revisits his upbringing, how kids used to tease him for acting and dressing “white”. He retrospectively questions what this means claiming “Trying to be white? What the hell does that mean?” (55).