A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 97

A Reflective Lens:
Music Pedagogical Research to Transform Practice

Discussion

We begin our discussion with this question: What
implications are there for local music education in the
teaching of singing games to children?
Singing games are a powerful tool in engaging pupils in the
music classroom. It allows for learning to take place in a fun
way that is highly engaging and effective. Singing games help
inspire pupils to reinforce their learning outside the classroom.
However, as a word of caution,

“If teachers latch onto techniques without examination of what kinds of
teaching practice would be congruent with their beliefs, aligned with their
designated teaching structures, and harmonious with their personal styles,
they will have just a bag of tricks.”
[Larrivee, 2000, p. 294]

As important as it is for music teachers to upgrade our
professional development by attending courses and then
trying out the newly learnt strategies in our music classes,
it is equally important that we take the time to establish
cycles of critical reflection.
There is a need to avoid getting stuck in a rut of habitual
routine devoid of critical reflection. It would be useful to
start with a simple personal journal to question our beliefs
and to chart our own growth and development. I also
found video recording of one’s lessons a good personal
check point, and it should not be feared or viewed as
performance assessment but for our personal growth.

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