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The ABC’s of Student Engagement Julie Palkowski, Fine Arts and Creativity Education Consultant Wisconsin Department of Public Instruction
For this month’s topic, “Bridging the Gap,” I want to move us down the path of engage- ment. Typically our public schools offer courses in the arts that include musi- cal experiences in
band, jazz ensemble, choir, orchestra, with variations for general music. Besides these experiences there may be other opportuni- ties that tap into the students’ background, interests and ability levels. Schools have implemented guitar and keyboard labs, drumming circles, history of rock classes and musical composition labs to name a few. These courses provide a variation of skills and have the potential to connect with multiple post-secondary careers. These opportunities build upon not only student interests, but also offer a direct path to several careers. For a listing of arts career possibilities, see the article “Con- necting Our Students to Their Futures,” Wisconsin School Musician magazine from September 2014. (Use password “broaderminds” to access.)
Knowing about student interests, back- grounds, ability levels, and the world students are soon to be launched into, is important. How do we utilize this informa- tion to engage our students in the experi- ence of learning in our classrooms? In an article by Angela Maiers, she shares an adapted student version of the Employee Engagement Alphabet. The 26 terms highlight ways to tap into a student’s educational journey and to prepare them for the experiences yet to come. Check the words that capsulate these concepts and click on the article, 26 Keys to Student Engagement, for a fully defined descrip- tion of each term.
Authenticity Brain
Collaborative Disengagement
Environment Feedback
Generative Habitudes Joy
Kaizen Listening Motivation
Networks Outside Participatory Questions
Relationships Self Efficacy
Teacher
Understanding Variety
WWW Xtra You
Zeal Experience WSM Online!
Your Fully Digitized Version Did you know, Wisconsin School Musician is also digitally published with many additional features?
Bonus content to the print version • Multimedia, such as video, audio and flash • Hyperlinks to web and email sources • Highlighting, bookmarking, customized viewing, noting, instant page printing and “send to a friend” options • Viewable on and offline • Archival search
Check out the digital version today! Password: broaderminds
www.WSMmagazine.org 14
Go to the online version of WSM to easily access hyperlinked content within this article.
What Do These Strategies Mean for the Arts Classroom? Consider how each strategy allows the learner to be a part of the learning experi- ence through these examples:
• Through the incorporation of real world materials and projects, stu- dents are involved with authentic tasks. This might be a project where students are learning their instrument and creating music through the composing of a song.
• When opportunities to listen, col- laborate and network are part of the instruction, students can develop stronger connections within the brain. In rehearsals, consider hav- ing a listening excerpt for students to react to and investigate with a stand partner.
• Using technology and outside resources for the learning of arts concepts draws in additional ways to engage the students. We may be offering students some tools to record their progress through pro- grams like Audacity. These files could be shared and would allow students to gather feedback from their peers.
• The variety of instruction, re- sources and assessment methods used also offers more ways for the student to participate within their educational journey. Providing multiple ways for students to dem- onstrate their knowledge is a won- derful way of identifying strengths and weaknesses. Instruction using traditional and technological tools,
April 2016
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