SO UN D I N G T H E T E A CH IN G
2
Exposition
EX A MI NI NG MU SI C LEA R NI NG EX P ER I ENC ES
CONCLUSION
CASE 2
D A Y 3 Group Work
This was where students were given the
freedom and space to work in groups to
complete their a cappella arrangements
and to prepare for the performance.
Artists and teacher refrained from
intervening in students’ discussions
and practices.
OBSERVATION OF
STUDENTS’ RESPONSES
All groups were engaged in self
facilitation
There was active sharing of roles and
responsibilities
The group that did not work well
together were able to resolve
their conflicts and offer praise and
reassurance to one another
There was a lot of musicking among
the groups and considerable creativity
in the arrangements as students were
in the flow
Students applied the processes taught
and even created their own processes
Encourage ownership among students by
teaching process and providing space.
TEACHING BY PROCESS
The most important thing I have learnt from this project is that
students are fully capable of making sound and creative music
decisions, especially if they are taught the steps and processes
that prepare and empower them to make their own music
decisions. Teaching by process and focusing on the required
steps to achieve something musical blends both formal and
informal learning approaches. It provides students with some
basic structure while giving them ample space to use the
structure to make their own music decisions
Experience – Unpack Process – Application Having students
experience the process (e.g. listening for harmony notes,
working together in groups) before unpacking the process with
them, and having them apply the process, prepares them to
facilitate themselves better when working in a group
PROVIDING SPACE
The creation of ample space for students’ self-directed works
allows them to take ownership and make personal/group
music decisions.
Effecting a collaborative inquiry
with artists allows for:
Sharing of perspectives when lesson planning
Enhancing of teaching experiences
This collaborative inquiry also develops the
teacher as a learner, facilitator, performer
and instructor.
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This project has been instrumental in shaping my teaching
philosophy and I intend to teach, as much as possible, through
this method of teaching by process, allowing students to make
their own music decisions in the classroom.
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