guest
in motivation, achievement, self-directed learning, higher order thinking, produc- tive habits of mind, etc. An issue paper, “Motivation, Thinking Skills and Class- room Climate,” on the DPI web site www.
dpi.wi.gov deals with this in depth.
An action research group here in Wis- consin, Student Centered Learning in the Arts (SCLA), has found that active student involvement, described above and on the webpage, not only results in those out- comes, it also helps students develop and use creative thinking skills, an attribute currently valued highly. This is described more fully in another issue paper, “De- veloping Creativity in Music Education,” on the web site listed above. This is also supported by national research.
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a global society. He divides these into four categories.
• Ability to learn how to learn – constantly absorb and learn new ways of doing things as well as multiple solutions to problems.
• Passion and curiosity – simply having knowledge is not enough. Success will be determined by the passion and curiosity that a person brings to work, study and play.
• Ability to work with others. Working effectively as part of a team has never been more important.
• Right-brain abilities such as artistry, imagination, creativity, affective response, empathy and ability to envision the bigger picture.
Music educators can help students dis- cover and develop these skills, attitudes and dispositions that Thomas Fried- man, as well as many other thought leaders, have concluded are needed now and in the future. In many ways, it is more feasible through music than any other means.
Wisconsin School Musician
Comprehensive Musicianship through Per- formance (CMP), another Wisconsin ini- tiative, combines excellently with SCLA. There are presently several initiatives similar to SCLA in other arts disciplines. Instruction that is inquiry-based, problem- based, project-based, choice-based, etc. all typically involve students actively in the learning process and deserve one’s attention. For more information about SCLA, please contact Karen Tordera at
torderas@yahoo.com or Mel Pontious at
mel.pontious@gmail.com.
Because of my retirement, this will be my last article. My years as the state fine arts consultant have been exciting, interest- ing and deeply rewarding, thanks to my colleagues at DPI, the staff at WSMA/
As we imagine the future, it is clear that the kinds of skills developed through active participation in music are exactly what we need in a global society as well as the workplace.
• ability to collaborate and work as part of a team.
• imagination and creativity.
• acceptance of personal responsibility.
• ability to communicate using various media.
• understanding when to lead and when to follow.
• ability to identify and solve problems.
• dedication to excellence.
Think about the process of rehearsing and performing music. It requires constant learning and application of the above skills. But a music teacher can provide a learning environment that enables even more.
In Shaping Sound Musicians, Patricia O’Toole reminds us how. “While it is true that music creates a magical, affective experience, which is unique to each per- son, these experiences are more frequent and deeper when there is a planned effort
WMEA, and, most importantly, to the many dedicated and hardworking arts teachers with whom I’ve had the great privilege to work. I have learned much from you all! Yours is a heavy and excit- ing responsibility. Every day you touch and influence the future, both that of your students and of the future society they and you and your children will inhabit. Please continue to grow in your profession as you pursue this very sacred trust.
My very best wishes to you all!
Mel Pontious recently retired as state fine arts consultant for the Department of Public Instruc- tion. Email:
mel.pontious@gmail.com
on the teacher’s part to more actively address them. An affective response includes a meaningful (e.g., spiritual, physical, or emotional) connection between the student and the music… the goal of the teacher is to use these responses to help students grow in personal knowledge, awareness of the transcendent and heightened sensitiv- ity in their connection to humanity.” (Patricia O’Toole, Shaping Sound Mu- sicians, Chicago, GIA, 2003, p. 35).
Active learning and participation in music that includes the experiences identified by Patricia O’Toole helps to ensure that music will last a lifetime. With the multiple expectations that are placed on music teachers and school music programs, it reminds us of what brought us to music education in the first place, and why we continue to do what we do. Yes, it is important to remember the main thing. It is also important to remember that for us and the students we reach out to, Music Lasts a Lifetime.
Michael George is executive director at the Wisconsin Center for Music Education. Email:
mgeorge@wsmamusic.org
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