"Boom Chicka Boom"

My musical self...

I had been waiting eagerly throughout this course for the music tutorial, although I presumed it would be more than one session. Like Lina and Niki I too was a keen young musician. Music is what brings me the most joy in life, whether it be listening, playing, singing/vocalizing, composing/creating, dancing/moving. Unlike Lina I was lucky to have a positive experience with my piano teacher. I learned piano from a young age and when I wasn't practicing my scales I was composing grand masterpieces of improvisation, mainly thunderstorms complete with build up and post lightening raindrops. The choir I joined at my high school was most welcoming of anyone who wanted to join, despite their singing ability. Stories like Lina's and Niki's frustrate me and also motivate me towards giving the best positive experience possible for my students, I have already begun with my own children and encourage purposeful sound and silence on a daily basis.

Hobart tute with Gerard van de Geer

I found the tutorial most inspiring and filled with great ideas and resources.  

Music = The ordering of sound and silence into a meaningful sequence.

A nice example of this meaningful sound and silence was given with the following phrase:

"He fed her dog biscuits"

Who gets the biscuits here? Does the dog get biscuits or does she get to eat dog biscuits? 
 This is the same sentence with different meanings depending on where you place the silence

  - so it is with music!

A piece of music can have very different meaning for the compose and listener. Meaning and understanding or knowing what comes next in a musical phrase is also dependent on where we come from and our culture.  For example, if I say "Do re mi fa" most people I know would follow with  "so la ti do" (or at least those who grew up with the film 'The sound of Music').  This is known as Enculturation. We know the end of certain sounds or melodies because we have been enculturated into a tradition. Lina could hear part of a song from China and automatically know the following notes while Niki and I would have no idea what she is on about. 

Music Education = The socialisation and enculturation into a specific music culture through interaction and engagement with music. 

Music is a unique way of organising sound and silence, it is a sophisticated art form.

There are no known cultures that do not have music!

Excelent speak rhyme session - see "Speach Rhymes" in lesson ideas.

Lina--Music in everyone

This week we have a fantastic music lesson. I wonder how it goes in Hobart. I think I can proudly say that I was a musician though it was ten years ago. I really hope that I have time to pick up the music and play piano again. Every girl has a dream that they can play piano or dance ballet like princess in the lightest stage. I did, and I once tried hard to be a “professional performer”. I learned piano when I was 11. My mum said I just stopped in front of the displaying piano in a mall. She thought I must interest in it. I was impressive when I saw how well my music teacher played the piano and amazing the sound this instrument produces.

However, the learning process is far more painful than I expected. The teacher was so strict. The traumatic learning experiences were still vividly in my mind.  I always got hit by the small ruler when something was wrong.  The miss connection was established between music and hurt at that age. I do enjoy play music, but I do not enjoy play under somebody’s eyes. It is too stressful, and I always made mistake when I felt tense.  As my music teacher said I did not have the spark for music, and that was the reason I stopped it four years later and never picked up again. The good result is that I passed the international piano level of six. However, the ironic fact is that now I have level six certificate on piano playing, but I currently do not have this skill! So when the teacher said there is nothing would assess music, I absolutely agree with it. 

   

I believe music can bring happiness, joyfulness and leisureliness to those who perform them. So for music teaching, I insist to place enjoyment at the first rather than practicing or performing. I believe each child is creative and capable as a music maker. You can see that for the young children, the music is often intrinsic to other activities as part of play, movement or the ordinary round of daily life. They apply songs spontaneously as early as they start to acquire language. When they play with instruments, they particularly explore the sound world offered and go on to pattern and order sounds into musical shapes. Therefore, as a primary teacher, she should not assume that music belongs to “musicians”.  It is important to let students know that the music is in everyone. Thus, children have to be introduced to music in school even if they do not have any music experiences.  In fact, all children come to school with extensive musical experiences (Glover & Ward, 1993). The children come to understanding the music only through being involved in it as “user” where has a myriad of different human contexts. So music can only make sense in the stream of action and experiences. Thus school must be a musical mini society, giving music its real-life contexts within which to locate the teaching of its skills and knowledge.  The outside world at every layer from that of professional performer to that of the everyday should be established continuity. The goal of accomplishing these is to build up a musical self-esteem.  The teacher must have musical self-esteem and let musical responses show. The teacher self must develop his/her musical (Glover & Ward, 1993).

Moreover, we need to respect students’ individual music behavior as different person experience music in very individual way. As music is not restrict to the long list of technical skill performance, teachers need to dispel students’ negative feeling of music, and build up quality musical self-esteem.

Last, I want to quote Blacking’s comments (1976, pp.8-9) on the important of musical education:

     “My society claims that only a limited numbers of people are musical, and yet it behaves as if all people possessed the basic capacity without which no musical tradition can exist—the capacity to listen and distinguish patterns of sound...

The very existence of a professional performer, as well as his necessary financial support, depends on listeners who in one important respect must be no less musically proficient than he is. They must be able to distinguish and interrelate different patterns of sound.” (Blacking, J, 1976, pp.8-9)  

 Reference:
Blacking, J. (1976) How Musical is Man? London: Faber.    

Glover, J., & Ward, S. (Eds.). (1993). Teaching Music in The Primary School: A Guide for Primary Teachers. NY: Cassell.

The educational theory of a travelling bard-ABC

Street Stories - The Songman 29 June 2005

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Chris Aitken is a travelling bard who makes you sing him songs. His educational theory is that creativity comes first, then other skills such as literacy and numeracy will naturally follow. Over the years Chris Aitken has collected around 300 songs written by Australian school children. He is hoping one day to release a songbook.

The songs come from some of Australia's most remote primary schools. Everywhere he goes Chris encourages people to write their own music. He's had some astounding results, particularly with indigenous children, who in the area of South-Eastern Victoria, where this program was made, struggle to finish school. Song writing, suggests Chris, may be one way to reverse the trend. The educational theory of a travelling bard

La-di da

Music

La-di da

* “If children are expected to create art works or write stories, they should also be given the chance to create music.” (Sinclair, et.al, 2009)

My musical story started walking to school as a grade oner, when I would compose long life 'n love songs , all the time, a bit Disney-esque, but importantly in  a voice different from my own speaking voice (like role play).  I recognise a similar pitch in the voice that my daughters sing ‘twinkle twinkle little star’ in, like they are trying really hard to make it pretty, special, poetic.. . A special sweet, otherness that you get to try out with some music and songs .   Of course different songs conjure different moods, I didn’t sing ‘Old Macdonald’ in that same voice. I remember thinking I was a very talented singer /songwriter as a grade oner. A very hip teacher, who came to our small country school to give us music lessons and also roles in an operetta, stopped me pursuing a musical career. I got a main role… but for my two songs, that my character was supposed to sing, I was given a stand-in. It is true that the abundant tapes I recorded of myself singing my own compositions, when played back, had suggested to me that there was something at fault…could have been the lyrics, the pitch, the beat, the tempo, timbre, tone colour, texture, structure.

Today’s workshop really 'resonated' with me…we touched on all of the above terms, a musical language, with some overlap to a vocab used in the other art forms. Just like it was stressed in Science ed. how important it was to act/talk like a scientist, art education is showing it is important to talk like an artist.

Bill Baker played Vivaldis ‘four seasons’ , we listened , we guessed the seasons and we talked about how the composer made it sound like that season. We did similar ‘soundscaping’ exercises of our own , made real-world noises from musical instruments . The synaesthesia links that can be facilitated by music and visual arts would be invaluable to a literacy or poetry class where students can explore composing sounds through  metaphors, similies, ‘n imagery too.

I really liked how “comprehensive musicianship” , an approach made popular in the 60’s (Sinclair et al ch.8), engages with history (or music from other eras) and other cultures. Again this week it has been reinforced that MUSIC, like all art forms, is an imperative part of MEANING-MAKING and Building Understanding.  I see opportunities to strengthen roleplays by playing music from another era in this approach.
 I think I am likely to adopt a teaching approach that preferences my own ‘aesthetic understanding’ of music. Sinclair, Jeanneret & OToole (2009) give a Summary of approaches to music education…”student learning in music is categorised under two general headings:
Music practice- (making music, exploring &developing music ideas, skills, processes, conventions, composing and performing music)
Aesthetic understanding-(listening and responding to music, and understanding music’s social, cultural and economic significance) (DEST 2005, p91, cited in Sinclair et.al, 2009)”
I also know I will need to be collaborate with specialist teachers and student mentor’s , in recognition of a mismatch between how important I think music is to all curriculum areas and the limitations of my own musical abilities.

"The first task in a new integrated arts program or project is to gather and define the artistic vocabulary (both verbal and symbolic) that is shared by all participants. Some discipline specific words have very different meanings in different artforms.eg music teachers use of tension n rhythm is different from drama and a performance" (Sinclair, Jeanerret &O'Toole, 2009)

A l'il comment on Bri's reflection

Dam it Bri now I have to read it so that I might respond to you, when the very title connotes a stereotype of what the education system supposedly prioritises, which neither you nor I abide by anyway. What do you imagine a stereotype would sound like? yabidda, yabidda, yabidda...or more sort of like production line noises..kerching, kerching, kerching

Quick reflection on article "National arts plan 'too heavy on feelings, too light on skills"

http://www.theadvocate.com.au/news/national/national/education/national-arts-plan-too-heavy-on-feelings-too-light-on-skills/2187020.aspx

 "There is great concern that there is an emphasis on the arts being used as a tool for learning rather than unique bodies of knowledge worthy of learning in their own right.''

As someone who believes strongly in cross-curricula, project based learning, I find this concern a little frustrating. For a start, what is wrong with using the arts as a tool for learning? When we go about our lives in the 'real world' we find that many everyday tasks require knowledge drawn from multiple subject areas. I feel that learning through the integration of subjects is a benificial way to prepare our students for life beyond the classroom. It is also a good way to help combat the difficulties associated with fitting the entire curriculum into the hectic schedule of schools. As our economy driven society places great demands on the education system to overemphasise literacy and numeracy, surely the use of the arts as a tool for learning these, can only help in maximising the time allocated to the "unique bodies of knowledge" that is 'the arts'.

The drama and the creativeness

I felt so impressive when I firstly entered our drama classroom. I suddenly felt I fell into the wonderland! All my classmates are the same as last semester but they totally different some way.   They played in different roles. This drama lesson is a whole new way different form what I was taught about drama in China.

If you have watched the movie—Mao’s last dancer, you will have better understanding of what types of drama that present in China at that time. There is no creativeness at all, and it was boring when I practiced it at my primary school. Most of time, with the guiding of our teacher, we have to practice a play again and again. The scenario is fixed, the roles are set already, and the players are selected already as they are cleaver enough to remember all the lines. The rest thing of this drama is to practice and present in the assembly hall. I do not like drama at all, as I never remember all these lines and I never be selected to play some roles that is important in the play.

                                                                   

It is really a big surprise that the way the drama lesson works like this way. Everyone is included in the drama, and everyone needs to contribute into the drama. It is no shame to have different ideas and thoughts. It is so safe to express different the reaction and feeling. All things become alive when a teacher allowed creativeness take place in the drama. So I can say I really agree with what Bri’s idea on creative in the drama.

For the other thing I want to share is that the important of drama is that it is good way to share students’ life experiences which involves both intellect and emotions. During the drama, the students can use all sorts of skills to solve the problem which may reflect reality conflicts or dilemmas. The drama could also in prove their linguistic skill, logical-mathematical skill and bodily-kinesthetic skills which they will use in the adult society. The drama is also the good way to expand students’ limit view of the world, especially on understanding of other culture, and respect of other culture value and perspective.

I really enjoy this week tutorial, though I missed the first hour. I see lots of learning areas that would include drama. For my further lesson plan or unit plan, I will invite my students into wonderland and create their own drama. 

The importance of this unit...

 We hope that through this unit we will learn to be creative teachers and develop creative learning environments in our classrooms.

Key reasons...
A creative learning environment leads the way towards students becoming active citizens who are:
 - Creative and critical thinkers
 - Adaptable
 - Flexible
 - Able to generate new ideas
 - Work cooperatively
 - Take calculated risks
 - Self directed learners

Creativity is as important as literacy!

Bri's first post

 I really liked the TED clip with Ken Robinson, what an amazing public speaker and some really great points on creativity!

Niki enters

The shaping paper says- “ the Arts can be learned and can be used as a tool by which to learn about something else” ... So True, that it is an understatement ... I think Art forms are effective teaching strategies because the Arts ENGAGE students in learning

A teacher responded to Dr Angela Thomases blog http://angelaathomas.com/2009/04/28/drama-english-and-shaun-tans-the-arrival/

1. Chris Best says:

May 3, 2009 at 8:17 am Interesting point about roleplay being effecting for children’s explorations of given texts. My class is doing myths and legends at the moment in literacy. My trainee teacher did a role play activity with one of the myths and a small group discussion task with another myth. The students by far were more able to recall features of the first myth as opposed to the second. Just talking about the text was not enough clearly!

.... both Doctor and teacher attest to the the effectiveness of role-play as a teaching strategy. Angela going so far as saying it is the most effective strategy ever developed!

I'm a dilettante but I did have a go at a whole group drama with a year six class on my last prac using drama techniques from Needleman text edited by Tony Goode. ... I will attach the lesson plan... I was anxious, the success of my lessons and my behaviour management all hinged on student engagement, which was flailing in the other key learning areas...Drama and role play saved the day!

...Like Lina talks about, Art presents an opportunity to develop all students intercultural understandings. eg.This could be approached through a unit covering Chinese or indigenous art forms with links to SOSE and History, Literacy.

Catering to the diverse needs and abilities in a classroom is a challenge...the art forms present an opportunity for ESL/EAL students to present their readings and interpretations of a chosen pretext, like a picture book, PERFORMATIVE without the limits or constraints of language and words...In fact Arts can be a platform to elevate a sense of pride and achievement in your culture...like the Yeperenye Festival in Alice Springs... the Centralian Advocate of Sept 11th 2001 - 'The Yeperenye Festival was a breathtaking display of music, dance and culture. More than 1200 children carrying lanterns danced and giggled among six golden 12 metre tall caterpillars around 5 separate circular stages, representing traditional song lines.' (http://www.geomantica.com/geom13.htm#1

More from the shaping paper ...“Cultural diversity and indigenous cultural heritage are integral to all art forms”

 The shaping paper outlines 

"The Art forms:" Students will experience and study the following five art forms to develop their arts practice and aesthetic knowledge in all five: · Dance · Drama · Media Arts · Music · Visual Arts.
My reading is that Pre-texts are like the seeds from 'writers notebook'. They could be an excerpt from the giant who threw tantrums (such as our face to face group did in Launceston), a picture book, an artefact, a letter, a single word...like HEAVY (see exhibit http://blog.timesunion.com/localarts/samson-contompasis-heavy-opens-at-st-josephs-church/6272/ )
... can be multifariously represented in a chosen art form by students, according to their personal choice or individual learning style (kinaesthetic, visual, auditory) or just opportunity to express and innovate with styles like Ken Robinson says on the TEDs website...

 TEDS mission: Spreading ideas.
encompassing a variety of projects and initiatives that seek to leverage the power of ideas to change the world.
TEDs believe passionately in the power of ideas to change attitudes, lives and ultimately, the world. Have an idea? TEDS want to hear from you.

...I love this website , this idea, this dedication to innovation...i recall a report on ABC national a few months ago where it was said that 80% of the jobs that will exist in 20 years time are yet to be invented, this website makes me believe that even more. Another thing they talked about on radio national was the need for kids to be learning computer programming skills...which links to digital literacies and Inanimate Alice...
could you share some of your experience with that BRI?!
One Day you will TEDs ... me, Bri, or Lina!

Please look into these links and refer to MaryAnn's links in our toolkit for even more workshops, as they are powerful resources and workshops for both the cultural studies unit we are doing and the arts learning sequence we are yet to produce

I recall from a psychology course many years ago being introduced to Boal's Theatre of the Oppressed, it was linked to Jane Elliot's blue-eyed brown-eyed exercise

 both are workshops on perspective taking and diversity.

Nowadays our understanding of social justice issues are sort of facing a third wave scorn or backlash, epitomised in accusations like “you’re just being politically correct”…Marginalised groups have not disappeared and the issues they face have not been fully redressed in civil rights legislations , anti-discrimination acts or equal opportunity laws (these are all good things though).

The politics of power is a complex and multihued affair and the ‘theatre of the oppressed is just as relevant for today’s classroom and curriculum. These workshops link to intercultural understanding, critical thinking, HPE - belonging and social skills all invaluable in the development of healthy global citizens

To everyone who visites this blog!

“ The things artists do all the time are things that kids need to be able to do_ forming alternative solutions to a problem, being persistent,  adjusting something after you have made a choice, taking responsibility for a decision, looking at options”…perspective taking (Rabkin &Redmund 2004, p.24 cited in Sinclair, Jeanneret & O’Toole, 2009).

This blog is designed as our first assessment for EMT 694! The authors of the blog are Brianna, Niki and Lina who study a Master of Teaching course at the University of Tasmania. 

The person now writing this is Lina who comes from China, and still feels she is struggling with English after one and an half years of study in Australia! I hope my partners feel happy with the way I structure the webpage. Feel free to change and edit the content of this website!
Have a great fun with playing this blog ^ ^

 I am sure I speak for Bri too in sayin’ we love how you talk…It’s stream of consciousness, it’s arty, it’s your style and we embrace diversity and freedom in all ideas ‘n thoughts represented within the blog ! 


Nicely said Niki :)

WOW, Niki, thanks for your encouragememt! I feel so supportive in here~~~I will do my best on presnting my Chinese way of thinking!