Example of Bad Teaching
This is a clip from dance moms, a reality TV show. According to the dance moms, the show has edited to make the teacher appear nicer but not scripted. However, we are still able to tell the teacher is extremely strict, demanding and abusive. At the beginning of the video, the girls was trying their best to prepare for competition until their teacher walked into the studio, screaming at the same time and start to blame a girl. She stopped her student unreasonably before she start dancing and tell her if they can win the competition it’s going to be her fault. The moms had a white board to mark down how many negative comments had the teacher made towards the girls and the numbers on the board reveal the teacher how abusive and negative she is. Although this teacher has made these girls amazing dancers, I still think she is one of the worst teacher I had ever seen because she is not a positive role model and she does not care about the girls at all. The only thing she cares about is competition.
Example of Good Teaching
The teacher in this video is going through the dance with her students. She made what she wants to see in a dance clear and succinct. The student did make some mistake in the dance but instead of stopping her and tell her that she made a mistake, she kept dancing with her and let the students know how to do better next time with her body language. It is awesome to have a choreographer who goes through the routine with you, jumping, dancing and actively participating in the rehearsal. Most important, she is not only a teacher, but also a friend.
What is restricting our music education?
The Article Music Education at the Tipping Point, by John Kratus extensively explored how music education is influenced by different factors, why and what should we do to keep music in our education curriculum alive as an art.
As I expected, Kratus mentioned about the participation rate of the music program in high school is decreasing because of the schools are more focusing on those “pragmatic” subject which resulted in funding shifted away from arts. However, the participation rate in Visual art, drama and dance has increased. Therefore, there must be other reasons that music is becoming undesirable to students. The article mentioned about the adolescents in the United State listen to music an average two to three hours a day and the popularity of a lot of singing competition TV shows and pop singers are enough to tell the adolescent are passionate about music. And the reason is explained by Kratus, The music taught at school is not the kind of music they usually listen to. About this aspect, Kratus mentioned that music education needs to be changing while the society is changing. So I think instead of talking about music history and theory in class, why not talk about some more modern topics like popular music and audio mixing.
In the Article, Kratus mentioned that Canadian educators view the failure of music education is the consequence of deteriorating or non-existent standard for music teachers. He did not go further about this problem. However, I think this is a problem that we really need to focus on.
There are a lot of music courses at schools are not taught by a specialist in Canada. I do not think a non-musician could teach a music lesson. First, a music lesson is not easy to plan for. They cannot plan the musical activities in class, let alone helping students to improve and develop their skills on music.
I am thankful for Kratus putting forward the “shark theory” which influenced the way I see music education and I will always be open to possibilities of music education. Also, I will be interested in reading about Kratus idea about music course taught by non-specialist and what should educators do about it.
Kratus, J. (2007). Music education at the tipping point. Music Educators Journal, 97(2), 42-48. doi:10.1177/02743210709400209
The Article Music Education at the Tipping Point, by John Kratus extensively explored how music education is influenced by different factors, why and what should we do to keep music in our education curriculum alive as an art.
As I expected, Kratus mentioned about the participation rate of the music program in high school is decreasing because of the schools are more focusing on those “pragmatic” subject which resulted in funding shifted away from arts. However, the participation rate in Visual art, drama and dance has increased. Therefore, there must be other reasons that music is becoming undesirable to students. The article mentioned about the adolescents in the United State listen to music an average two to three hours a day and the popularity of a lot of singing competition TV shows and pop singers are enough to tell the adolescent are passionate about music. And the reason is explained by Kratus, The music taught at school is not the kind of music they usually listen to. About this aspect, Kratus mentioned that music education needs to be changing while the society is changing. So I think instead of talking about music history and theory in class, why not talk about some more modern topics like popular music and audio mixing.
In the Article, Kratus mentioned that Canadian educators view the failure of music education is the consequence of deteriorating or non-existent standard for music teachers. He did not go further about this problem. However, I think this is a problem that we really need to focus on.
There are a lot of music courses at schools are not taught by a specialist in Canada. I do not think a non-musician could teach a music lesson. First, a music lesson is not easy to plan for. They cannot plan the musical activities in class, let alone helping students to improve and develop their skills on music.
I am thankful for Kratus putting forward the “shark theory” which influenced the way I see music education and I will always be open to possibilities of music education. Also, I will be interested in reading about Kratus idea about music course taught by non-specialist and what should educators do about it.
Kratus, J. (2007). Music education at the tipping point. Music Educators Journal, 97(2), 42-48. doi:10.1177/02743210709400209
Series, D. Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability. Retrieved from http://organizingchange.org/think-everythings- normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/
In this article, Serres talked about the disabilities in today’s society and the issues about the minority in lives, education, etc..
I appreciate the links in the article which helped me with understanding the article and showed Serres was doing a lot of researching while writing this article. I personally think this article is pretty accurate and the points in the article are very reasonable. Serres argued that the society should normalize the disabilities by not thinking they are abnormal and should stop trying to make them be like normal people.
“What’s considered “normal” today is completely different from the norm 100 years ago and even just 10-20 years ago. It will also continue to change.” The society is changing, the standard of normal is changing. However, in my opinion, there is not a standard of being normal because everyone is different from other people. There is nothing wrong being different from the majority of the people. Also, it makes me feel wrong when someone has to change the way he/she is to be like the majority in order to be normal, it is against human’s nature.
Nowadays, the majority is dominating the society. Which makes the minority feels even less important to the society on top of the fact that they might have lost a lot of opportunities from the majority already, and they have to endeavour the label of disability on them for the rest of their life.
In general, the issue Serres was writing about is more complicated than it looks, there are lots of scruples in solving the problems about it and it takes time and efforts to solve them out.
In this article, Serres talked about the disabilities in today’s society and the issues about the minority in lives, education, etc..
I appreciate the links in the article which helped me with understanding the article and showed Serres was doing a lot of researching while writing this article. I personally think this article is pretty accurate and the points in the article are very reasonable. Serres argued that the society should normalize the disabilities by not thinking they are abnormal and should stop trying to make them be like normal people.
“What’s considered “normal” today is completely different from the norm 100 years ago and even just 10-20 years ago. It will also continue to change.” The society is changing, the standard of normal is changing. However, in my opinion, there is not a standard of being normal because everyone is different from other people. There is nothing wrong being different from the majority of the people. Also, it makes me feel wrong when someone has to change the way he/she is to be like the majority in order to be normal, it is against human’s nature.
Nowadays, the majority is dominating the society. Which makes the minority feels even less important to the society on top of the fact that they might have lost a lot of opportunities from the majority already, and they have to endeavour the label of disability on them for the rest of their life.
In general, the issue Serres was writing about is more complicated than it looks, there are lots of scruples in solving the problems about it and it takes time and efforts to solve them out.
Rose, L. S., & Countryman, J. (2013). Repositioning ‘the elements’: How students talk about music. Action, Criticism, and Theory for Music Education 12(3): 45–64.
In this article, Rose and Countryman talked about the low participation rate in the high school music program and what music educator should do to attract more student to participate in the music program. I think there are more to do except for this. I experienced this struggle at my high schools. I went to high school in a very small town before grade twelve and I was the art prefect so I participated in a lot of art related programs and activities in my school and I encourage other people to participate in those activities. I found out there are a lot of students who decided not to join in because they are afraid that they are not good enough or people will laugh at them if they are not doing well in the activities. In grade twelve, I went to a very large high school, it is also a high school with specialized arts program. However, the population of students who participated in music related programs is also minuscule. Accurately, the percentage of students who participated in the music related program are even less than my old high school. I did not participate in any music related program in grade twelve because I was rejected by the guidance in this school. I tried to sign myself up for the wind ensemble. “No, absolutely no.” was the answer from the guidance without letting me tell her anything about my music background or giving me an audition. She hypocritically explained why she cannot let me join the band and tried to make it sounds as reasonable as possible. But let me sum up the reason for me being rejected. It was because there are a huge amount of students in this high school who are musically talented. They had been playing in the school band for a two or three years and I am only going to be here for one year so they cannot make a space for me to play in the band. This is the reason why I think music educator has more to do with the music education itself than working on to attract the students.
Rose and Countryman also talked about the socioeconomic and race associated with music education. There are lots of families who cannot afford a musical instrument or music lesson for their kids and their kids can only experience music from their school system. It is difficult for these students to relate to what they teach in school. If they do get really into it, it might alienate them from their family because they don’t find their families related to what they like.
Overall, I am very pleased to read this article and I am thankful for Rose and Countryman putting forward these ideas and left me a lot to think about.
In this article, Rose and Countryman talked about the low participation rate in the high school music program and what music educator should do to attract more student to participate in the music program. I think there are more to do except for this. I experienced this struggle at my high schools. I went to high school in a very small town before grade twelve and I was the art prefect so I participated in a lot of art related programs and activities in my school and I encourage other people to participate in those activities. I found out there are a lot of students who decided not to join in because they are afraid that they are not good enough or people will laugh at them if they are not doing well in the activities. In grade twelve, I went to a very large high school, it is also a high school with specialized arts program. However, the population of students who participated in music related programs is also minuscule. Accurately, the percentage of students who participated in the music related program are even less than my old high school. I did not participate in any music related program in grade twelve because I was rejected by the guidance in this school. I tried to sign myself up for the wind ensemble. “No, absolutely no.” was the answer from the guidance without letting me tell her anything about my music background or giving me an audition. She hypocritically explained why she cannot let me join the band and tried to make it sounds as reasonable as possible. But let me sum up the reason for me being rejected. It was because there are a huge amount of students in this high school who are musically talented. They had been playing in the school band for a two or three years and I am only going to be here for one year so they cannot make a space for me to play in the band. This is the reason why I think music educator has more to do with the music education itself than working on to attract the students.
Rose and Countryman also talked about the socioeconomic and race associated with music education. There are lots of families who cannot afford a musical instrument or music lesson for their kids and their kids can only experience music from their school system. It is difficult for these students to relate to what they teach in school. If they do get really into it, it might alienate them from their family because they don’t find their families related to what they like.
Overall, I am very pleased to read this article and I am thankful for Rose and Countryman putting forward these ideas and left me a lot to think about.
Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within performing ensembles. Music Educators Journal, 34-38
In this article, Hourigan talked about a student name Jason who is doing really well in class musically but he is socially challenged. He is isolated during band rehearsal, band trip and even decided not to attend the band festival at the last minute because he does not seem to get alone with anyone in the band. Hourigan analyzed the case of Jason, talked about the methods, suggestions to solve this problem. From this article, it is clear that the collaboration and interaction of bandmates are as important as music itself.
It is really interested to read about the Jason because there is a special student in my high school music class but his case is really different from Jason’s case. Joe (not his real name) is very musically talented inside. However, his is having trouble pulling his talent out because he refuse to do what he was told, he will only do it his own way. At the same time, he is extremely creative in music in his own way. He always draws a lot of attention in the class by acting differently from other people. Joe seldom talk to other people, and avoid interaction with everyone as much as possible. Joe and his family do not think there is any problem with him and refuse to seek for help from anyone. He dropped out of band after first semester because band rehearsals require a lot of communication and interaction between him and the teachers or peers. The teacher and peers did try to convince him to stay in band but he insisted to drop band no matter how hard we tried.
Jason’s situation with his peers is frustrated as well as Joe’s situation. And I appreciate the method and suggestions Hourigan put out. However, I do not think idea of rooming during a trip is feasible. If the teacher assign the rooms, there might be students come to the teacher and ask about if they can switch room or the will go to other people’s room and come back to their own room when they have to go to sleep. Both ways will be hurtful for the student like Jason.
It is really important to make sure everyone in the band is comfortable being in band because it might affect their thought of music. Students with special needs should not be neglected. It’s important for their peers to offer help as well as letting them know it is ok to get help from others.
In this article, Hourigan talked about a student name Jason who is doing really well in class musically but he is socially challenged. He is isolated during band rehearsal, band trip and even decided not to attend the band festival at the last minute because he does not seem to get alone with anyone in the band. Hourigan analyzed the case of Jason, talked about the methods, suggestions to solve this problem. From this article, it is clear that the collaboration and interaction of bandmates are as important as music itself.
It is really interested to read about the Jason because there is a special student in my high school music class but his case is really different from Jason’s case. Joe (not his real name) is very musically talented inside. However, his is having trouble pulling his talent out because he refuse to do what he was told, he will only do it his own way. At the same time, he is extremely creative in music in his own way. He always draws a lot of attention in the class by acting differently from other people. Joe seldom talk to other people, and avoid interaction with everyone as much as possible. Joe and his family do not think there is any problem with him and refuse to seek for help from anyone. He dropped out of band after first semester because band rehearsals require a lot of communication and interaction between him and the teachers or peers. The teacher and peers did try to convince him to stay in band but he insisted to drop band no matter how hard we tried.
Jason’s situation with his peers is frustrated as well as Joe’s situation. And I appreciate the method and suggestions Hourigan put out. However, I do not think idea of rooming during a trip is feasible. If the teacher assign the rooms, there might be students come to the teacher and ask about if they can switch room or the will go to other people’s room and come back to their own room when they have to go to sleep. Both ways will be hurtful for the student like Jason.
It is really important to make sure everyone in the band is comfortable being in band because it might affect their thought of music. Students with special needs should not be neglected. It’s important for their peers to offer help as well as letting them know it is ok to get help from others.
Hickey, M. (2009). Can improvisation be ‘taught’?: A call for free improvisation in our schools. International Journal of Music Education, 27(4), 285-299.
In this article, Hickey argued about a very controversial topic, is improvisation something that can be taught. I agree with Hickey that learning improvisation is a long term process and it cannot be taught traditionally. The definition of improvisation is also very debatable. Some people who have very solid foundation, when they try to improvise, what they play or sing will just end up being something really follow the structures and rules even just carry away the melody to a piece they knew from before. Can that still be called improvisation? People who are more proficient in music are harder to learn improvisation because they has been restricted by the rules. So I think they really have to start at the beginning, when they just start to learn about music.
In another aspect, a lot of music teacher are “born musician”, they are great but it is hard for them to teach something they already born with because they have never experience the process of learning it. That is why teaching improvisation is such challenging task.
There was a guest speaker came into our class and talked about improvisation. He taught us how to improvise and we had a little improvisation section. His played a few notes on his saxophone and asked us to repeat the notes on our own instruments (or voice) and then he played us a short melody and asked us to respond him only with the notes we played. I could tell everyone was very nervous and they did not seem comfortable when it came to their turn but everyone was able to respond him with a short melody. I am questioning if that could be considered “improvisation” because we followed certain rules. And I think the main point of improvisation is to let the students feel comfortable to “make things up” in front of people.
In this article, Hickey argued about a very controversial topic, is improvisation something that can be taught. I agree with Hickey that learning improvisation is a long term process and it cannot be taught traditionally. The definition of improvisation is also very debatable. Some people who have very solid foundation, when they try to improvise, what they play or sing will just end up being something really follow the structures and rules even just carry away the melody to a piece they knew from before. Can that still be called improvisation? People who are more proficient in music are harder to learn improvisation because they has been restricted by the rules. So I think they really have to start at the beginning, when they just start to learn about music.
In another aspect, a lot of music teacher are “born musician”, they are great but it is hard for them to teach something they already born with because they have never experience the process of learning it. That is why teaching improvisation is such challenging task.
There was a guest speaker came into our class and talked about improvisation. He taught us how to improvise and we had a little improvisation section. His played a few notes on his saxophone and asked us to repeat the notes on our own instruments (or voice) and then he played us a short melody and asked us to respond him only with the notes we played. I could tell everyone was very nervous and they did not seem comfortable when it came to their turn but everyone was able to respond him with a short melody. I am questioning if that could be considered “improvisation” because we followed certain rules. And I think the main point of improvisation is to let the students feel comfortable to “make things up” in front of people.
Myers, D. (2007). Freeing music education from schooling: Towards a lifespan perspective on music teaching and learning. International Journal of Community Music 1(1): 49-61.
In this article, Myers talked about how music affects students’ life after they graduated, and what you learned about music from high school is very limited because the education system is too focusing on other subjects.
One thing in Myers talked about in this article that is really upsetting me. The first one is, in today’s high school music education, the teacher is only able to teach them how to hit to right note or press the right button due to the size of class. They barely work on polishing the music with their students. A lot of students just never play their instruments again after high school. The reminded me of my grade twelve music class. I went to a very small high school, there are only 2 students in grade twelve music class and we are both planning to study music for post-secondary. I am a piano major, he is a voice major and our teacher is a violin major. She cannot help us to improve our primary instrument. So she decided to let us practice in class time and she graded us by a mid-term recital and a final recital. My grade twelve music did not help me to development a lot but I got extra 2 hours to practice every day. This supported the fact that the music education is not sufficient enough to support students to development their music skill to a profession level. This is really upsetting me because people from the different family background are not having the equal opportunity to pursue music. If a student wants to go into science or arts program, they do not have to take any extra lesson, what they learn from high school is sufficient enough to support them to go into the program for post-secondary. However, if a student wants to go into music. His/her parents have to pay for the extra lesson, not all the family can afford the lesson or an instrument. As a result, some students who are interested in music can get the resources as others and end up going into another program that does not cost as much. I think this is not fair and the education system needs to be changed so everyone can get the same opportunity.
In this article, Myers talked about how music affects students’ life after they graduated, and what you learned about music from high school is very limited because the education system is too focusing on other subjects.
One thing in Myers talked about in this article that is really upsetting me. The first one is, in today’s high school music education, the teacher is only able to teach them how to hit to right note or press the right button due to the size of class. They barely work on polishing the music with their students. A lot of students just never play their instruments again after high school. The reminded me of my grade twelve music class. I went to a very small high school, there are only 2 students in grade twelve music class and we are both planning to study music for post-secondary. I am a piano major, he is a voice major and our teacher is a violin major. She cannot help us to improve our primary instrument. So she decided to let us practice in class time and she graded us by a mid-term recital and a final recital. My grade twelve music did not help me to development a lot but I got extra 2 hours to practice every day. This supported the fact that the music education is not sufficient enough to support students to development their music skill to a profession level. This is really upsetting me because people from the different family background are not having the equal opportunity to pursue music. If a student wants to go into science or arts program, they do not have to take any extra lesson, what they learn from high school is sufficient enough to support them to go into the program for post-secondary. However, if a student wants to go into music. His/her parents have to pay for the extra lesson, not all the family can afford the lesson or an instrument. As a result, some students who are interested in music can get the resources as others and end up going into another program that does not cost as much. I think this is not fair and the education system needs to be changed so everyone can get the same opportunity.
Teacher interview
I am interviewing Len Beaulne. He is a French teacher in a high school in Muskoka, Ontario. He treated every students in the school like his own kids. For all the students in the school (not only the students in his class) he is not only a teacher but a friend, family even. Here is wat he had to say:
1. What did you want to be when you were in high school?
I did not know, it is very hard for a teenager to look so far ahead until one reaches senior grades. It is then that the world becomes more realistic to most teenagers. It is then that world university/college enters one’s vocabulary, all of sudden life starts to become more serious. I chose to travel a lot and then join the military.
2. What was your occupation before becoming a teacher?
The military, I joined the engineer corps and served my country with pride and honor for 35 years.
3. When did you decide to become a teacher?
Upon retirement I applied for an engineering position in the town I lived in, but someone read my resume and offered me a coaching career in hockey in a private school. I was a qualified coach. I love hockey and working with youth, and I believed I could do well at that job so I accepted the position.
4. Why did you become a teacher? (What makes you become a teacher? Someone you know? Events?)
I did teach in the military and I really liked it, it is always a great feeling when you can pass on knowledge that was passed on to you. Knowledge is the responsibility of elders to pass it on.
5. What did you learn from your past work experience that gave you the most influence of being a teacher and why?
As I said I traveled a lot as a soldier and when given the chance, I would always sit and teach the less fortunate in some part of the world and see the smiles on their faces. Not because they had learned something new but also because someone cared and showed them respect.
6. What do you find the most similar and the most different from your previous occupation and being a teacher?
Not much if one looks at the big picture, as adults we are supposed to protect the children around us, and I did. We are supposed to prepare them for the future, and I did. Lead by example, and I did.
7. How do you manage to treat each student equally? (Lots of teachers try not to have a favourite kid but it is really hard. How do you make sure you are treating everyone fairly. )
First of all, they should all be your favourite. Treat them with honesty, make sure you are always there for them, sometime this becomes very difficult depending on their dispositions of a student. Today it is much easier because teachers get info on the student. This allowing more understanding of the student and prepares the teacher to teach or treat the student at his/her level of understanding and comfort.
8. What do you like the most about being a teacher? What do you dislike about being a teacher?
What I like the most is the parents and students you meet and become friends with. Students that where great in their fields, music, arts, sports and have remain great with values. Student that now you can care more about their lives, some get married, some have children, they visited to my home, the hugs and so much more. I love being able to be a part of their lives. It is so important to my life.
Some teachers do not give more of their lives to students, they do not according to the rules, but there is so many that could benefit from them. Being a teacher should not be looking at a clock.
9. Any moments you want to give up on being a teacher? If yes, how did you stick to it?
No, I just look at what is in front of me (the students) and I smile. I love teaching.
10. Any advice you may have for a future teacher?
Do not look at it as a job, but a career. Look at it that the future of the world is in your hands. Students need to be ready to replace many of us in the years to come.
I am interviewing Len Beaulne. He is a French teacher in a high school in Muskoka, Ontario. He treated every students in the school like his own kids. For all the students in the school (not only the students in his class) he is not only a teacher but a friend, family even. Here is wat he had to say:
1. What did you want to be when you were in high school?
I did not know, it is very hard for a teenager to look so far ahead until one reaches senior grades. It is then that the world becomes more realistic to most teenagers. It is then that world university/college enters one’s vocabulary, all of sudden life starts to become more serious. I chose to travel a lot and then join the military.
2. What was your occupation before becoming a teacher?
The military, I joined the engineer corps and served my country with pride and honor for 35 years.
3. When did you decide to become a teacher?
Upon retirement I applied for an engineering position in the town I lived in, but someone read my resume and offered me a coaching career in hockey in a private school. I was a qualified coach. I love hockey and working with youth, and I believed I could do well at that job so I accepted the position.
4. Why did you become a teacher? (What makes you become a teacher? Someone you know? Events?)
I did teach in the military and I really liked it, it is always a great feeling when you can pass on knowledge that was passed on to you. Knowledge is the responsibility of elders to pass it on.
5. What did you learn from your past work experience that gave you the most influence of being a teacher and why?
As I said I traveled a lot as a soldier and when given the chance, I would always sit and teach the less fortunate in some part of the world and see the smiles on their faces. Not because they had learned something new but also because someone cared and showed them respect.
6. What do you find the most similar and the most different from your previous occupation and being a teacher?
Not much if one looks at the big picture, as adults we are supposed to protect the children around us, and I did. We are supposed to prepare them for the future, and I did. Lead by example, and I did.
7. How do you manage to treat each student equally? (Lots of teachers try not to have a favourite kid but it is really hard. How do you make sure you are treating everyone fairly. )
First of all, they should all be your favourite. Treat them with honesty, make sure you are always there for them, sometime this becomes very difficult depending on their dispositions of a student. Today it is much easier because teachers get info on the student. This allowing more understanding of the student and prepares the teacher to teach or treat the student at his/her level of understanding and comfort.
8. What do you like the most about being a teacher? What do you dislike about being a teacher?
What I like the most is the parents and students you meet and become friends with. Students that where great in their fields, music, arts, sports and have remain great with values. Student that now you can care more about their lives, some get married, some have children, they visited to my home, the hugs and so much more. I love being able to be a part of their lives. It is so important to my life.
Some teachers do not give more of their lives to students, they do not according to the rules, but there is so many that could benefit from them. Being a teacher should not be looking at a clock.
9. Any moments you want to give up on being a teacher? If yes, how did you stick to it?
No, I just look at what is in front of me (the students) and I smile. I love teaching.
10. Any advice you may have for a future teacher?
Do not look at it as a job, but a career. Look at it that the future of the world is in your hands. Students need to be ready to replace many of us in the years to come.