comprehensive musicianship through performance
Cultivating Growth in Music Teaching Janet Revell Barrett, CMP Member
Learning to teach is a lifelong endeavor. Every day, week, semester or year in the classroom can inspire profession- al growth, which for music teachers means forming a deeper understand-
ing of the panoramic ways that teachers enable meaningful musical experiences for students. Orienting your work toward growth is essential since the nature of teach- ing is so dynamic – constantly shifting in response to students’ needs and community expectations. Much of this growth occurs in the classroom, oftentimes through subtle changes in beliefs and practices that unfold through constant interaction with students. Sometimes growth can be accelerated, in- tensified and strengthened by seeking out professional development activities outside of the classroom, which give teachers the space to step away from daily duties to think, imagine, reflect, renew. When teachers choose to participate in inservice sessions, workshops, short courses, col- laborative study groups or graduate study, they invest their time, energy and resources in pursuit of this growth.
For over 40 years, I have experienced pro- fessional development for music teachers as a participant, organizer, presenter and scholar. I have participated in many conver- sations in which music teachers have shared what they have learned through PD, as well as what has felt frustrating. Thinking about this involvement challenges me to capture the most useful criteria or elements of professional development experiences that teachers might use to guide their choices. These criteria can also be considered by PD providers as they design these experiences. Sources for reading more about construc- tive professional development are provided within this article.
Pause for a moment…
Before sharing these criteria, pause for a moment to consider your own experiences. Putting aside for the moment any examples that fell short of expectations, which PD activities have had a lasting impact on your teach- ing? Which opportunities have led to reinvigoration and renewal, firing up new energy for your work? Which aspects of these activities have made a tangible difference by helping you to refine your beliefs, expand your prac- tices, invite your pedagogical creativity? What was it about the PD experi- ence that truly cultivated your growth? After reflecting, read on to see how the criteria described below align with your thinking.
Disciplinary fit. An emphasis on music, of course! Music’s depth and breadth offer limitless possibilities for learning through activities that deepen understanding of familiar music as well as broadening cu- riosity about unfamiliar music. PD that engages teachers in performing, listening, composing, improvising, interpreting and connecting music also opens avenues for exploration. This disciplinary fit is a key priority, although sometimes ideas for teaching pop up when attending sessions unrelated to music as teachers grapple with how they might be applied to music. Have you found this to be the case? What shifts in your musical knowledge, skills and enjoy- ment have been prompted by PD?
Contextual fit and relevance. The circum- stances of music teaching vary in so many ways by teaching area, school culture and community characteristics. To be relevant, PD must “ring true” for the particular circumstances of the teacher participants who attend. Those who plan PD offerings make their best judgments about contextual fit by bringing their own experience and knowledge of teaching to the forefront. As a participant, however, teachers sort out and make judgments about this relevance, whether in early, mid or later stages of a career. In what ways have PD options felt especially relevant to your circumstances?
Self-directed inquiry. Teachers’ auton- omy is at play here whenever PD venues open up room to direct your own growth.
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Professional development should invite and encourage teachers to ask questions at the heart of their practice, such as how do I make my classroom more engaging for students? How do I welcome their diverse ideas and interests? What changes in famil- iar routines will enhance students’ musical experience? Responsive PD programs pro- vide space for teachers’ agency to explore ways to pursue answers to these questions. In what ways have PD offerings made space for your curiosities, projects and inquiries?
Social interaction and collaboration. Music teachers have so much to learn from one another; this learning branches in many directions when PD settings encour- age teachers to share their insights, ideas, strategies and creativity. PD that respects collaboration and consultation welcomes personal and professional bonds, some of them lasting long after the event. How has your network of colleagues expanded through PD? Have you had chances to be mentored as well as mentor others in the wider community of music teaching?
Sustained engagement. Conferences and short workshops are helpful for germi- nating new ideas, but lasting change in teaching often requires tending these ideas over time. Meaningful shifts in practice or fundamental reconsideration of beliefs require tailoring ideas encountered through PD to teachers’ expertise and school set- tings. Communities of practice help sustain these efforts, just as prolonged study gives
April 2024
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