Chapters 1-4 outline theories of learning processes and their applications to music learning. Chapters 5-11 guide the reader through designing musical problems for learners at all levels. Several sample lesson plans and templates are provided. Tough oriented toward the general music class- room, the musical problem solving approach and lesson plans are readily adapted for the large ensemble classroom and will help young musicians develop their musical under- standing.
Articles
Barrett, J. (2005). Planning for understanding: A reconcep- tualized view of the music curriculum. Music Educa- tors Journal, 91(4), 21-25.
Barrett encourages music educators to rethink traditional approaches to lesson planning as cycles of objective-activi- ty-assessment towards a more open-ended and responsive approach that takes student musical understandings and interests into account when designing musical experiences.
Scott, S. (2008). Exploring an inquiry-based stance for planning and instruction in general music edu- cation. General Music Today, 21(3), 12-17. doi: 10.1177/1048371308317087
Tis article describes a teacher’s use of inquiry and sound- scapes within a new district music curriculum, emphasizing constructivist principles. Students engage in questioning, listening, and composing throughout the unit. Te article concludes with a framework for teachers who wish to incor- porate an inquiry approach in their classrooms.
Scruggs, B. (2009). Constructivist practices to in- crease student engagement in the orchestra class- room. Music Educators Journal, 95(4), 53-59. doi: 10.1177/0027432109335468
Scruggs presents strategies to increase student engagement in the orchestra classroom and includes sidebars with strat- egies for the band classroom (by David Myers) and choral classroom (by Patrick Freer). Strategies include student involvement in repertoire selection, student evaluation of performance during rehearsals, attention to physical move- ment, and increased use of chamber music.
Shively, J. (2012). Fostering musical thinking in large ensembles. Michigan Music Educator, 49(2), 18-19. Retrieved from
http://content.yudu.com/Library/ A1vxvo/MichiganMusicEducato/resources/index. htm?referrerUrl=http%3A%2F%2Fmmeamichigan. org%2Fmichigan-music-educator%2Fjournal-on- line%2F
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Shively provides several suggestions to encourage deeper thinking in large ensemble rehearsals. Directors should focus on asking students to identify and solve musical prob- lems in rehearsal, asking students questions about the music rather than telling them what to think, and helping students draw connections between works.
Tobias, E. S., Campbell, M. R., & Greco, P. (2015). Bring curriculum to life: Enacting project-based learning in music programs. Music Educators Journal, 102(2), 39- 47. doi: 10.1177/0027432115607602
Tis article provides a blueprint for music educators who wish to incorporate project-based learning into their class- rooms. Te authors outline and describe six steps toward developing projects: “(1) choosing a worthy topic, (2) finding a real-life context, (3) creating generative questions, (4) developing critical thinking and cultivating dispositions, (5) deciding the scope, and (6) designing the experience” (p. 41). Te authors also provide a table to assist music educa- tors to distinguish between projects and rehearsal activities, tasks, or strategies. Suggestions for assessment are provided.
MMEA wishes to thank JWPepper & Son, Inc., for their
generous sponsorship of numerous MMEA events, including:
• General Music Fall Workshop • Collegiate Conference
• Young Singers Choral Workshops • Elementary Honors Choir • Board Meeting Lunches
Please visit their website:
www.jwpepper.com
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