intasc 3
STANDARD 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encouraging positive social interaction, active engagement in learning, and self-motivation.
Standard 3 is all about creating environments for students that allow them to learn a subject or idea completely. As it relates to music, Standard 3 might be used by having students work in groups to compare progress on a concept. Another idea would be to promote collaborative learning in the classroom. This would require the teacher to communicate with teachers of other subjects and try to incorporate their class with a music class. Collaborative learning gives students a new perspective on similar concepts. In a music setting, verbal and nonverbal communication is key to musicianship. Conductors or teachers often communicate verbally in a lesson, but nonverbally during a performance. Overall Standard 3 should be used to encourage students to want to learn and be engaged in the learning process.
I am in the beginning stages in my own mastery of standard 3. Positive social interaction and active engagement are the areas in which I have had the most experience so far. During my first teaching experience, I had students find a partner and share in musical and visual forms of expression. The physical aspect of the lesson kept the students' interest and promoted an environment for active listening and learning. When teaching songs I try explain a concept in more than one way. Approaching a concept from several angels in important to reach each individual. I felt I improved on Standard 3 in my second teaching. The song a taught was a canon which was interesting because it allowed the students to take responsibility for their own part. I learned from that experience that sometimes the best way to get students to be self-motivated is to give them something to be responsible for.
To develop my mastery of Standard 3 I will take MUSE 150 as well as classes like Human Growth and Development which will help me gain knowledge about how to teach and address students. As with any skill, teaching gets better with practice. Every Music Education class I take will further prepare me for the real world and better my skills in Standard 3. Knowing more about human development will give me ideas on how to best incorporate collaboration in lesson depending on the age of my students. Music is not just about teaching the notes on a page, its about people and the human experience. Knowing as much about human development as possible will certainly aid my ability to communicate and reach every student I have. I will also attend music educator conferences for more information about how to teach collaboratively.
MUSE 353
​One of my major goals is a teacher is that I can create a program, a classroom, and a network of educators and learners that is inviting, engaging and safe. The environment of a classroom is a lot more than the four walls that surround us. However, the walls should be a consideration. No one wants to go to a school that feels like a prison. Bare walls and leaking roofs are not conducive to engagement or enjoyment. Students should be surround by posters, bulletin boards, plaques etc. that make them feel welcome. Environment thought also refers to the way students are able to interact with the teach and their peers. A classroom and a lecture hall have completely different feelings and therefore students will experience the material differently. It is important to me to create an environment where students are able to be themselves and have fun, yet be able to focus on the task at hand and get a meaningful experience from it. The teaching style that is sure to create a welcoming environment is one that is centered around communication. Students should feel talked to and not talk at. Welcoming environments are far more conducive to student learning and retention of the material. Students should not only be able to communicate with the instruction, but also with each other. It is especially important to give adolescents a chance to talk to one another because they are at a stage where social interaction is extremely important. Either group work or group discussion is a fantastic way for student to not only let of some steam by talking, but also build relationship. After all, healthy relationships are an essential element to a good learning environment. While teaching, proximity is a useful tool associated with environment. The distant between instructor and student and between students can be used to make a lesson feel more person. If a student feels like what they do matters and the teacher is paying attention to them, they are more likely to want to achieve.
MUSE 375
I think a major way we as teachers can accomplish standard 3 is through the realm of comprehensive musicianship. Lessons that are meant to be more open ended and all encompassing are geared toward the tenants of this standards. I believe it is important to set up the culture of the music program so that students will feel that they can safely collaborate with others. It is so important, especially in the music world that we are actively social and communicate during the music making process. Prompting discussion about the background of a piece, and the compositional intent of the piece is a great way to spark conversation and self discovery. Below is a sample of a syllabus that outlines how I will set up my future program.
Below is a sample of a syllabus that outlines how I will set up my future program.
MUSE 355
In String Methods, engagement was a major buzz word for the semester. Student engagement is at the heart of everything we do as a teaching. If we are not being engaging then we are not truly reaching students. The way we set up the classroom and interact with students are two of the main ways to be an effective teacher. The classroom should be understood to be a safe environment where all musical ideas are welcome. It is important that students realize that music making is a collaborative process and we are all here to work together. I think that a great way to keep student engagement is to ask them questions. Along with that, asking for student opinion about what to do with a musical phrase, or other musical choices can really offer the student ownership of their experience. Getting students to 'buy in' to music should be an important part of our job. The string handbook also offered many insights on how to keep students engaging while learning string concepts.
