general music
“A” Is for Affective Teaching Kathy Bartling, WMEA State Chair, General Music
Can elementary students really ex- perience and com- prehend the affect of a song? Are they just too young to un- derstand these emo- tions? Do they lack the life experiences that contribute to be-
ing able to process the affect that is often found in great music? These are questions that are often posed to us as elementary general music teachers.
The definition of an affective response is a meaningful connection between the singer and the music. Affective experi- ences can help the student become more self-aware and help them explore their dreams, wishes, values and opinions. Affective responses can help students be more aware of and sensitive to the people around them in their communities and in the world around them.
So, as we think about our experience in
the classroom, it seems normal that the affective should just happen each day because it is music. It seems like it is just routine that elementary kids will respond with the words of happy or sad as they describe a song. But really there is more there! Young children can go deeper and they have had life experiences that can help them respond to the music. It is our challenge to be more intentional about helping them to explore music and how it affects their understanding of themselves and the world around them.
So, how do we go about making our les- sons and our teaching more affective?
Outcomes
What do we want our students to expe- rience? Certainly we have to develop outcomes for skill development like recorder fingerings, singing in tune and mallet skills. We also have a large part of our curriculum that is knowledge based. We are required to teach music literacy. We plan a great deal for these outcomes. So, let’s plan intentionally for affective
outcomes as well. Think about what your students need. What is lacking in their at- titudes, their behavior or their sensitivity? Think about how the music makes you feel? How do you share that affect with a seven-year-old on their developmental level? Think about the world around them and how you can help them be sensitive to other cultures.
Music Selection
Great children’s literature is rich in af- fect. “Ode to Joy” by Beethoven is simple enough to play on recorders and packs the power of expression that young children are drawn to. Children can discuss and ex- press the teamwork that is part of sea shan- ties like “John Kanaka” or the warmth and love expressed in a lullaby. Students can relate to the topic of perseverance with the folk song “Hold On” or discuss a topic of social justice with “We Shall Overcome.” International folk songs that are authentic can bring cultural richness and affect to a child who has not left Wisconsin. Search for music that is expressive and lends itself to affective teaching.
Recognizing Excellence With WMEA Awards
Is Your Music Program:
• Creative? • Imaginative? • Innovative? If the answer is yes, then your program should be nominated for the Melvin F. Pontious Creative Sparks in Music Education Award! YouTube video footage highlighting award-winning creative music programs will be recognized on the WMEA website and highlighted in WSM. Self- nominations are encouraged. Go to
wmeamusic.org/awards/creative-sparks.
WMEA Service Awards
WMEA sponsors several awards that recognize people who have sustained a commitment to music education and made a positive impact in the school, community or state. Nominate someone you know today! Go to
wmeamusic.org/awards.
46 April 2017
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