comprehensive musicianship through performance
step at understanding something that we’ve all finally started talking about – representa- tion matters.
This is not to say that we have to abandon “the canon” in order to experience joy – my eighth grade orchestra recently performed an arrangement of a Tchaikovsky work, and for some of them, the sound they created in that piece was their first truly joyful experi- ence as a performer. Sometimes it’s the dis- sonant piece, and the eye contact everyone makes as you come up to the crunchiest note. What I’m arguing here is that thought- ful music selection, beyond “They should play a piece in 6/8” can help cultivate joy for both our students and ourselves.
Analysis: Did you ever discover something in a piece of music that got you excited? Did you ever discover it after having taught that piece—maybe many times—previ- ously? I’ll admit it—I have. This is why I know that a thorough analysis can help keep my teaching joyful. When I have found the hidden secrets in a piece; when I have speculated as to why a composer made the decisions that he/she made; then I get to decide if, when, and how I’m going to re- veal these musical moments to my students.
Our students love feeling like they know something that not everyone else knows. And when my careful analysis allows for them to learn more of these little secrets, we all find more joy in the classroom.
Outcomes: Over time, I believe that careful thinking about and crafting of outcomes has become my most powerful tool in in- tentionally creating joy in my classroom. When I have put careful thought into what it is – exactly – that I want them to learn, I ensure that I am prioritizing the things that matter to me as an educator. I am able to plan with a sense of direction that leads to more success in the classroom. The success that results from my planning of outcomes is a catalyst for joy.
Strategies: We’ve long called this point of the model “The Teacher’s Playground.” So, play! How many different ways can you get your kids to practice playing with good tone? Where is there room for silliness and laughter to coincide with learning? What
Wisconsin School Musician
could be taught with a lecture or explana- tion, but would be more memorable and joyful with a game? Strategies are our chance to plan for fun and joy.
Assessment: Assessment for joy? Ha! But no, really. What is assessment but getting to know your students and their learning better? The more you know about them, the better you can plan what’s next. Assess- ment is the way to make sure we are not teaching what the students “should” know, but guiding them to the next step or steps in their journey as learners.
CMP is my compass when I realize that less than great planning is leading to less (or no) joy in my classroom. If CMP planning is not your thing, that’s ok, too. The bigger point is that thorough planning can facili- tate joy in the classroom. When I have done my best planning, I know where I want the learning to head, and I have many strategies for how to guide it there. Thorough plan- ning allows me to be more spontaneous, flexible and creative in the lesson. When I can be creative, my students can come to the classroom excited to see what and how they will learn today, and this opens the door for all of us to experience joy.
3. Love Your Kids
For me, it all comes down to this. I love kids. When I start to feel bogged down by all of the “stuff” that comes with teaching, it helps me the most to be with kids and to find ways to enjoy them. For me, most of the time that comes through meeting them where they are, and having planned thoroughly for teaching and learning. But sometimes, too, it means taking a break. Sometimes, I let them take me on a tangent, and we “waste” 20 minutes. I keep a cabinet of board games in my classroom, and a few times a year, I get great joy from opening up the cabinet and watching middle schoolers just be kids playing Twister and Connect 4.
Connecting with kids brings me joy.
Reminder, in case you have forgotten: Teaching is hard. I don’t see it getting easier in the foreseeable future, but I do think we can experience joy. Like anything else,
though, we have our best chance at finding it if we are continuously and intentionally working to create it.
Therese Josephson is an orchestra teacher at Badger Ridge Middle School in the Verona Area School District.
Email:
josephst@verona.k12.wi.us
YOUR STAGE. YOUR
PERFORMANCE. Music Education
Program Faculty
Dan Healy, head of music education Cheryl Frazes Hill, choral music education
Apply Today
roosevelt.edu/wsma
29
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
