Teacher to Teacher Continued from page 39
are fun, they get to create, experience, build relationships, and log memories. At the time, they may not be realizing they are becoming better human beings because of these opportunities. But years later as they reminisce on choir, band, or orchestra, they easily understand that these music moments helped build the person they have become.
So it is our responsibility as music educators to always be aware of the huge role we play in this development, and it is something I try to impart upon them each day. Whether in class discussions or as a prompt for a journal entry, my students are asked to make connections with other areas of study or to make a literature connection to the music we are studying. It may be as simple as a trivia question or developed as a short research project, but I try to pull in some aspect of their current studies into the music of the day. When we are working on achieving the best possible sound, I draw in the science involved; when we work out counting on a difficult passage, I am using simple math concepts; when we work on the emotions needed within a piece, I talk about the message and background of the lyricist or
poet; when we work on pronunciation and translation of a foreign language piece, sentence structure and phonics come into the lesson; and when we perform a period piece we talk about its place in music history. There are many other examples I could mention, but these are just a few to jog your memory as to what you are already including within your lessons. I’m sure these are all strategies used by music educators. No rocket science here, but how many other curriculums can say the same things with their daily lessons? We have a unique opportunity to make connections, and the students will benefit from each and every one.
So start your year sharing with your students this quest for knowledge and the end result will not only impart upon them what music can do for them but will also enrich your class with a renewed attention to detail in their musicianship and their passion for learning. I also found it lifted some of the yearly stress I felt by being more “present” and “authentic” for the students and it was evident to them I was truly invested in their success.
Here are some simple, time-effective ways principals can assist their school’s music educators:
Create and Foster an Environment of Support • Study the ways that music education develops creativity, enhances cooperative learning, instills disciplined work habits, and correlates with gains in standardized test scores.
• Provide adequate funding for instruments and music education materials.
• Make certain that your school has a fully staffed faculty of certified music teachers.
Tips to Share with Your Principal
Principals and school boards have the ability to substantially aid music educators in their quest to enrich children’s minds through music. Fos- tering a strong music program will help them achieve their goals as a leader in the education community, and, most of all, will aid the growth and development of children in their school.
40
Communicate Constructively • Make statistical studies and research supporting the value of music education available to other administrators and school boards. • Encourage music teachers to support their cause by writing articles in local newspapers, professional journals, or by blogging online about the value of music education.
• Share your students’ successes with district colleagues. Include articles in school and district newsletters to communicate the value of music in a student’s education.
Visit
www.nafme.org for more Principal Resources.
Wyoming Windsong
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64
