Last MUED 352 Blog

This week we discussed implementing the national standards into the music classroom. While I think the point that every piece does not need to cover the standards may have been over looked, the point that it is important to get them in your program was very evident. Some of the national standards take care of themselves (playing alone with others, reading and notating music) while others are much harder to implement in the instrumental classroom. What I took away most from this week was that it is possible, you just have to be creative.

In my opinion the more you collaborate the better off you are. If you can have a think-tank working on ideas for a band program you will have much more success than going at it alone. While we did not really cover this in class, I was able to see the necessity that is collaboration. Just hearing all the different ideas that came from everyone was really cool. Everyone has a different way of teaching and when we are able to share, we all become much more inspired and better at our professions.

Something that worries me is the implementation of the standards that I consider harder to do. The phrase, 'do it from the beginning' was used over and over again in the reading and in class. While the concept is not lost on me, I do find that to be a bit of a sham. I have experienced the tension that occurs when something is used that breaks a norm or the way the band functions. I can remember times in high school when I tried very little in band at the 'extracurricular' work because I was convinced it would not do me any good. While I was not off from the truth (for the most part) I realize now the benefit it had on me.

I wish I had the opportunity to actually know why I was doing work outside the classroom and how that would affect my playing. I know that when I put in that extra effort now I am a much better player because of it. I think that this is the key that gets students to perform weird or new tasks is to show them the benefits of doing them. Find people that use what you are trying to teach and show your students how much good it actually does.

Lastly I would like to touch on something that I wanted to cover in class; knowing your students. Before we talked about knowing your students in order to know who will be a leader, who can play what parts, and who is able to promote your band. What I found was that this is all fine and dandy, but I do  not just want to know my students for those reasons. I want to know my students so I can be a better teacher and so that I can find ways where I can better mentor them based on what they like and are interested in in their own lives.

If I am able to know who sings in their church choir or who volunteers at a shelter on the weekends I am better able to teach concepts if I use their strengths. This is also beneficial because you can start to network a bit and start reaching out into the community and becoming a face instead of a name on a piece of paper. If a teacher knows their students they can better relay messages to them, use them to promote the band, use the band to promote their students, and, overall, have the respect of their students because they know that you are invested in their lives more than just as a teacher.

Running a band or orchestra is a lot of work. There is no way that one person can do it all, no way. But that is why it is a band or orchestra program you have students and other teachers willing to help out because they love the same thing you do. Students love music and each other. Music educators love music and teaching. Other teachers love teaching and the students they teach. As long as a teacher is able to connect and find ways to help themselves they will continue to be successful.