comprehensive musicianship through performance
Pressing Save Margaret Jenks, CMP Committee Member
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The date on my whiteboard still reads “Friday, March 13, 2020.” Like many of you, I found out on Thursday, March 12 that we wouldn’t be coming back to school on Friday, and a whole new set of teaching norms began to form. Think- ing it would be very temporary, our first “teaching” attempts were basically trying to get resources out to students so that they could fill some of the boredom with quasi- educational screen time. But whether you are now looking back on a year of virtual teaching, have had mostly an in-person experience, or are in some form of hybrid, the technology has no longer served as an optional tool in the classroom. If you are serving students who are learning from their homes or simply trying to reduce the number of supplies and surfaces touched in the classroom, personal Chromebooks or other devices have become our new norm.
Once we got over the initial novelty of the idea of social distancing and started to internalize the implications, educators have realized that we have some of the same concerns that we did pre-pandemic. How do I reach and engage ALL of my diverse, unique students? How can I de- liver instruction in a way that is equitable? How do I teach in a way that brings in a
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variety of voices, and creates a safe space for student voice?
Tech, no tech, or some tech, there are some things that we have learned in the last year and we need to “Press SAVE” before dis- tance learning is in the rearview mirror. And in the effort to “return to normal,” we may lose some of the best ideas that have surfaced in the last year.
Of course the pandemic has created some unique challenges around the ongoing goals of student agency, engagement and voice, but because “equity” has risen to a place in national education discussion with the challenges of distance learning, some strides have been made and some changes we don’t want to lose. Through the lens of Comprehensive Musicianship Through Performance (CMP), I am going to focus on five COVID-inspired strategy ideas that I think deserve to stay in our minds and repertoire.
1. Can I allow a variety of formats for students to respond?
Sometimes the point IS learning to notate or write in a particular style, but some- times we just want to see if the student was able to synthesize ideas or explain what they were hearing. For those of us
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“And in the effort to “return to normal,” we may lose some of the best ideas that have surfaced in the last year.”
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• Grow as leaders in music • Serve their community
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who use the written word easily, giving out notecards and collecting written responses was the most logical, go-to format for col- lecting information and assessing students. The switch to different tech platforms has helped me to see that sometimes, letting students choose to record (voice or video), write, draw, speak and draw, or share their thoughts in a variety of ways has opened my eyes and ears to students that previ- ously seemed to have very little to say. Now I see that perhaps putting pencil to paper was a bigger barrier than I realized, as students fill Seesaws and Flipgrids with well-spoken ideas, invented song exam- ples, drawn charts, photographic evidence and videos. When we go back to in-person learning, I want to keep more open-ended ways to gather student ideas and responses and not unnecessarily confine them to the format that is most comfortable for my own experience and habits.
2. Can I embed moments of creation into all learning?
Society chapter will help show the value of your music program to the school. It will also benefit your students by allowing them to:
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• Build an impressive record for college
Ready to start a chapter? Visit
MusicHonors.com
Tri-M@nafme.org • 1-800-336-3768
• Grow as leaders in music • Serve their community
Without shared singing/playing experi- ences coming as easily in the digital world, it became necessary to create student engagement with a piece of music in other ways.
• “Here is the first half of the phase. Where do you expect the melody to go? Sing/play it to yourself and then
Continued on page 30 April 2021
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