Engaging with literature before moving on with assignment
It is my role as a music teacher to be open minded without any form of resistance, in order to meet and cater for the learning needs of students. It is about moving from "subject-centred" to "student-centred" approaches (Campbell, 2004, p. 3).
Most importantly, music teacher should involve students in music-making (Campell, 2004, p. 2; Kelly & Kimberly, 2004, p. 35).In response to the different learning capabilities within the classroom, I will endeavour to differentiate my teaching to cater for all the learning needs of students in order to improve their learning experience and "customise their pathways to success" (Valentine, 2014).
I always consider teaching and learning to be the two sides of a balancing scale, and if students are not engaged or actively participating, then it is always important to take different approaches to suit their diverse learning needs.
It is essential to motivate our students and have them involved as "opening up instrumental possibilities in music education offers the benefit of greater inclusivity both from a cultural point of view and in the ways proficiency requirements and even motivation, for example, are challenged as barriers to entry and involvement" (Webb & Seddon, 2013, p. 763). Offering a variety of musical experiences in the classroom (Valentine, 2014) can help to "instill a respect for and appreciation of all musical styles" (Kelly & Kimberly, 2004, pp. 38-39; Boyer-White, 1988, p. 54).
I aim to provide my students with the most enjoyable experiences from music, not only as a subject, but on requiring creativity where all our ideas unify together to form a complete bond in our relationship (Burnard & Murphy, 2013, p. 2).
REFERENCE LIST
Boyer-White, R. (1988). Reflecting Cultural Diversity in the Music Classroom. Music Educators Journal, 75(4), 50-54. Retrieved from http://www.jstor.org/ezproxy1.library.usyd.edu.au/stable/3398111
Burnard, P., & Murphy, R. (2013). Teaching music creatively. London Routledge.
Campbell, P. S. (2004). Teaching music globally: Experiencing music, expressing culture. New York, NY: Oxford University Press.
Kelly, S. N., & Kimberly, V. W. (2004). Connecting meaningful music and experiences in a multicultural, multimusical classroom. Music Educators Journal, 90(3), 35-39. Retrieved from http://ezproxy.library.usyd.edu.au/login?url=http://search.proquest.com/docview/197190441?accountid=14757
Valentine, S. (2014, April 05). Strategies for teaching culturally diverse students [Video file]. Retrieved from https://www.youtube.com/watch?v=tPutaPc9gB8
Webb, M. & Seddon, F. (2013). Music instrument learning music ensembles, and musicianship in a global and digital age. Chapter in Oxford Handbook of Music Education. New York: Oxford University Press.