Blogs by Brett Wilson

Sunday, May 22, 2011

Wk 3: Think Out Loud #2 - Publishing/Leadership Project

I have decided to take the advocacy angle as I develop my presentation for the OMEA (Ohio Music Educators Association) conference. I feel that music is a study that should be valued in its’ own right, but helping others understand the strong connections that it has with other disciplines, especially that of reading literacy will help its’ continued existence in the public schools even in spite of threatening budget cuts. The elements of music such as expression (dynamics, articulation, etc) and rhythm share a strong link with the reading literacy elements of fluency: rate, automaticity and prosody.

I still have a long way to go to finalizing my project, but the direction and layout has been established. I expect this week will be one that will allow me to focus a lot of attention to the success of this project.

Image taken from www.flickr.com with Attribution in Creative Commons.

Some rights reserved by eloctre.

Wk 3: Wimba Archive

Again, I was unable to attend the live Wimba session because of other obligations, but enjoyed watching the archive. The session helped clarify some of my questions regarding the publishing/leadership project by providing a simple agenda of the upcoming Wimba session and clarified what is expected while also providing an alternative option of connecting with a few friends and having them provide feedback on the project itself. I appreciate the questions that many of my classmates have asked and how they have been answered very thoroughly.

It seemed that a large portion of the Wimba sessions centered on this statement by Zander, “The more attention you shine on a particular subject, the more evidence of it will grow.” This does appear to be true across the board. Whether it is financial struggles or problems at work or obstacles to your success, everything seems to fit into one of these categories when you are thinking on these. It seems that this attention is normally given to negative situations. However, consider the student who gave attention to possibility—where everything screamed of possibility. This is the place that I want to get to myself and for my students. I want to be alert to these instances and help encourage my students to do the same.

Image taken from www.flickr.com with Attribution in Creative Commons.

Some rights reserved by Where There Be Dragons.

Wk 3: Reading - The Art of Possibility

Zander’s humility and willingness to improve his teaching by listening to his students shone through in this week’s reading. After a few experiences of his own that he shares in the book, he developed “white sheets,” or blank sheets of paper placed at every music stand. The purpose of these papers are for students to write down any observations or direction of Zander’s teaching or conducting that might allow them to play the music to its’ full potential. As any teacher would be, he shares that he was bracing himself for the criticism that he believed would follow; however, he found that those “white sheets” have been nothing but helpful guidance. He also suggests that through this activity he is empowering his students to be leaders by simply allowing their voice to be heard.

Alongside this, he asks a most profound question, “How much greatness are we willing to grant people?” The teacher is in an undeniably remarkable position to answer this question one way or the other and the way it is answered makes all the difference in the world. A teacher who embraces the “white sheets” concept and empowers students and even works to fuel their passion grants much greatness. In order for this to happen though, we must commit to be a leader who is alert to students’ needs and passions and gives them opportunities for leadership. Regardless if it takes the form of blank sheets of paper, if a student can approach you as an educator and discuss ways to improve the learning without the fear of it being arbitrarily dismissed, the class atmosphere will be conducive to producing leaders. The great part of this is that while it helps produce leaders it also enhances the learning atmosphere for all students. It’s a win-win situation!

Image taken from www.flickr.com with Attribution in Creative Commons.

Some rights reserved by FMG2008.

Sunday, May 15, 2011

Wk 2: DB Deeper: Podcasts in Education

I have not used these podcasts in the classroom before, but took this opportunity to find several related to music and technology that will be helpful to me now and in the future:

Music Education Advocacy Podcast
http://feeds.feedburner.com/GearPipePodcastsThis podcast features interviews with individuals involved in music advocacy events working to keep music education and to make known its’ use and benefits to school aged children. The mission of the podcast is for musicians or simply those who love music to donate to music education charities.

MusTech.net’s Technological Music & Musings Show!

http://mustech.podomatic.com/This podcast featuring, Dr. J. Pisano and Mr. D. Morton, discuss the connection of music, education and technology. Past podcasts have discussed how to effectively use tools such as GoogleWave and Skype for music performances and instruction. They consistently introduce new technologies and resources useful to my students and myself.

MusicTeachers911
http://web.me.com/musicteachers911/musicteachers911_music_teacher_education/musicteachers911_music_teacher_education/musicteachers911_music_teacher_education.htmlThis podcast is designed by a music educator to assist others to improve their music classes and performing ensembles. The podcast consistently interviews leading music teachers while also focuses on a helpful classroom top during each episode.

Music Tech for ME
http://www.musictechforme.com/This podcast focuses on instructing music educators on how to use and implement music technology. This audio podcast focuses on software programs related to music, one of which is Garageband.

Image taken from www.flickr.com with Attribution in Creative Commons.

Some rights reserved by derrickkwa.

Wk 2: Think Out Loud #1 - Publishing/Leadership Project

Over the last few days I have considered the direction of my final project, whether to choose the publication or presentation route. I agree that my action research project has merit because it evaluates the effectiveness of music as a literacy intervention tool. With budget cuts become ever so prevalent, especially in regards to the arts, understanding this research could help advocate for keeping music programs in the public schools. With this said, I hesitate for it to be published without running the project again with a different target audience. I desire for it be very useful and helping and feel that it has potential to save many music education jobs if presented effectively.

After thinking about it for some time, I think that the presentation route is the one that I will embrace for this project. I am a member of the Ohio Music Educators Association and I could easily see this research being presented as one of their individual sessions during the conference. Music advocacy is of great importance during these hard economic times, but regardless all classroom teachers should be knowledgeable of the usefulness of music.

Wk 2: Reading – The Art of Possibility: Response to Deborah Sanders

Wk-2 Reading "The Art of Possibility"
Original Post by Deborah Sanders

In the book “The Art of Possibility” (in the chapter entitled “It’s All Invented”) as soon as I began to read the words: “We perceive only the sensations we are programmed to receive, and our awareness is further restricted by the fact that we recognize only those for which we have mental maps or categories” I thought of an actual event in history that gives clear evidence of the impact and results of “perception.” On Sunday, October 30, 1938, Orson Welles’ "War of the Worlds" radio broadcast, implanted a vivid and horrifying "script" into minds of radio listeners throughout the United States. The actions of the listeners, the army, and the scientists were all based on their “perception of fear and danger.” Their eyes could not see the actual creatures or the spaceship, however the audio images projected to the brain triggered fear. Perception triggers mental images in our brain. As a result of the “identification mechanisms” that were triggered -- they were set in motion to react. In this historical instance, the identification mechanism perceived this broadcast as a warning of actual, imminent DANGER. Newspapers recount the mass hysteria that resulted from a finely sculpted, radio script designed for Halloween entertainment. This event begs the question: “Had the listeners been informed from the very beginning -- or even intermittently during the broadcast -- that this was only a scripted story, would there been the same reaction? The manner, the timeframe and the context of data deposited as well as when, how and the amount of data is digested -- are all parts of the “perception” equation. The War of the Worlds -- it was all invented.

How will I be a contribution today?

Life presents us with challenges that we must all face in our own ways. Yes, some seem to have it easier than others -- causing comparison of people. A contribution that enhances the life of one person has a “ripple effect” in that more than one person is ultimately changed. What is more important to me though, is the quality of the contribution. In that regard, my contribution consisted of the bits of data that I was able to disseminate into the wide eyes and receptive brains of my students. Further, these students have a multitude of circumstances in their young lives, which inhibit the process of learning. Today, a child who came to me without speaking English could now speak in a complete coherent sentence. Today, another student whose parent was not able to provide necessary medical needs such as eyeglasses since September was able to obtain a free pair through my conversation with the appropriate resource agency. By expanding the educational process, I mold “diamonds in the rough” into finely chiseled 50 Carat wonders! This is done not only with a contribution of education -- my contribution also consists of loving, sharing, and caring -- “By any means necessary!”

1 comment:

Brett Wilson said...: I appreciated reading your post and how you connected the reading with Orson Welles’ War of the Worlds event in 1938. It is interesting to think about how these perceptions trigger images that, in turn cause us to react. It is valuable to mention again, as you did, that time, context and the delivery all effect how an individual perceives a message.

It is also true that our contributions actually make a difference, whether inside or outside of the classroom. I was challenged during my undergraduate studies to make journaling a habitual practice during teaching. The challenge consisted of journaling about two improvements that could have made the day more productive, but also two contributions that touched a students’ life, regardless of how insignificant it may have seemed to me. What a tremendous practice and reminder that our efforts do encourage and demonstrate kindness that we hope is passed on to our students. In spite of all the legislation taking place, I don’t believe there is a greater profession that allows us to touch the lives of individuals like teaching.; May 15, 2011 7:26 AM; Image taken from www.flickr.com with Attribution in Creative Commons. Some rights reserved by bram_app.

Wk 2: Reading – The Art of Possibility: Response to Heather Anderson

Original Post by Heather Anderson

The Amazing Power of "A"

I have never liked grades even though I have always strived to get straight A's or high scores of some sort. Grades and scores on tests never really seem to describe my potential as a student or a person. I could get 100% in a class and feel like I have learned nothing. I could also try really hard and spend countless hours on a spanish essay, yet only recieve a B, because the teacher didn't believe I was capable of every achieving an A. Needless to say, I didn't always try my hardest to achieve the grades, but I always expected good grades.

After reading the third chapter in the Art of Possibilty, I reviewed my perspective of both giving and receiving grades. If there was no struggle to worry about the grade and the outcome in the end, would the student apply herself more during each lesson? Would she worry more about what she is learning rather than what label she is going to receive at the end of the course? I thought about my experiences throughout all of my education. Through high school, it was only about the grade, I don't remember what I learned or why teachers chose to teach us certain material. But in college, I started to pay attention to my learning more. I found myself enjoying studying the material and I could actually remembered what I learned! I stopped caring about the grades. But with this new found love and enjoyment of learning, the high scores and A grades came naturally.

I love the idea of giving everyone an A at the begining of the course or class. It tells the students that you believe in them and you believe in their successes as students and people. I would love to try this with my students, however my students are still very young and haven't had much exposure to grades, so they don't quite understand the pressure yet. I think I will try it with an older grade at some point to see how they act differently.

We should get rid of grades altogether, but unfortunately states think that numbers and grades are what defines a school and it's students. If that frame of thinking were to change, then I think everyone would be more successful regardless of who they are or what they are studying!

1 comment:

Brett Wilson said...: I share in your experience about working hard to achieve good grades and it was also upon entering college that I truly begin to appreciate what I was learning aside from the grade. Zander’s writing in “The Art of Possibility” is quite profound regarding the giving of an A and everyone being a contribution. After reading, like you, I was forced to reevaluate my grading and hope to incorporate some elements of Zander’s into my teaching. I think the point that Zander makes in his writing about students needing to fill that they earned their grade is so true. For a teacher to give a student an A without any sort of contribution is sending a message that is unwanted. However, for Zander to cleverly devise the activity of writing a letter of the person they hope to be one year from now is genius. Then, the hope is that the teacher will encourage them to so fall in love with that person that they work to become that person they praised one year earlier.

Giving each student an A does, in fact, as you mentioned earlier, send a valuable message that the teacher believes in the student and that possibility is something to be realized. It is also true that many states hinder this stress free, challenging atmosphere conducive to learning for the sake of numbers that they believe will indicate success. Thanks for sharing your thoughts regarding Zander’s reading. It was great to read your blog.; May 15, 2011 7:06 AM; Image taken from www.flickr.com with Attribution in Creative Commons. Some rights reserved by massdstraction.