NAfME collegiate advisor
learned and one question they have. This can go a step further by posting questions in a Curiosity Corner (or Wall) to be discussed in a subsequent class. While this may take a little time and careful modeling from the teacher, it has the potential to create a com- munity of practice centered on curiosity, leading to more in-depth understanding of musical knowledge. Additionally, those questions can serve as a future lesson’s anticipatory hook!
As students become more comfortable ask- ing questions, teachers may find themselves facing a different challenge: unnecessary pressure to know all the answers to ques- tions students may ask. If this speaks to you, I hope to alleviate you of this pressure since it is impossible to know everything. There is nothing wrong with saying, “I do not know, but perhaps we can find this out together.” In doing so, we model curiosity by learning alongside our students. That
can often be a more powerful lesson than the actual answer itself because it shows we continue learning new things as adults. It also helps take the fear of not knowing away from students.
Conclusion
If you’ve made it this far and were genu- inely curious about that Beatles song, I’m happy to share that their song longest on the U.S. charts was “Hey Jude.” If that genuinely piqued your curiosity, then it’s very likely that your brain was primed to learn about the research and suggestions on curiosity as it relates to learning, memory, and the classroom. As you plan and create wonderful musical moments with your stu- dents this year, I wish you the curiosity to keep learning alongside your students and the joy of discovering where that curiosity will lead.
References:
Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). States of Curiosity Modulate Hippocampus-Dependent Learning Via the Dopaminergic Circuit. Neuron. Retrieved July 8, 2026 from
https://www.cell.com/neuron/fulltext/ S0896-6273(14)00804-6?cc=y
Tedx Talks. (2015, Nov. 20). TEDxUCDavisSalon – Matthias Gruber – This is Your Brain on Curiosity [Video]. YouTube.
https://youtu.be/SmaTPPB- T_s?si=CLeybLOKT_OvlPMB
Bartlett, S., Sadler, W., Mason, R., & Gruber, M. (2024). The Curious Brain: Evaluation Report. Cardiff University.
https://orca.cardiff.ac.uk/id/eprint/175005
Dr. Donna Hewitt is an associate professor of music education at UW-Parkside.
Email:
hewittd@uwp.edu
4 Get the 21st-century advocacy support and resources you need to protect your music program.
4 Become part of the network of serious, committed music educators addressing issues such as standards, assessment, scheduling and diversity.
4 Access to professional development experiences including journals, national and state conferences, books, e-learning events and online mentoring.
4 Spotlight your students with opportunities such as national and state honor ensembles, music honor society and composition contests.
4 Download the NAfME mobile membership app for iPhone or Android and experience NAfME in your pocket.
To join or renew visit
www.nafme.org
Wisconsin School Musician 45
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 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80
