MUSIC 23241: MUSIC TEACHING AS A PROFESSION
Mr. Marcus L. Neiman, Assistant Professor
Kent State University School of Music
Fall, 2011
CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202
Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu
Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)
BlackBoard and Text Readings
Submitted by: Ryan Michael Critchfield
Submitted for: Mr. Marcus L. Neiman, lecturer
Date: September 29, 2011
Music Education Journal, May 2001, Pages 27-32.
Bauer begins his article noting the differences between an ensemble and other classrooms, noting the lack of desks and classroom makeup as being different from each other. He notes that a proactive educator should be well prepared with his or her literature they will be using, and a curriculum that will plan out what the students should learn and how they should learn it. The teacher should also prepare themselves for many challenges that may occur, and preparing everything they can for their students arrival into the class.
Aside from being organized, one must also be consistent with their instructions. You cannot be indifferent to your policies and classroom rules, as students will see this and try and take advantage of it. A teacher must also have their students do more in the rehearsal than talk and give instructions on how to do it, and make sure each and every section is involved often, so to cut down on distractions. To help improve on any of these points, Bauer suggests using reading recourses from great teachers, recording classes and taking notes on their performance, and having contact and listening to comments and criticism from students, faculty, or anyone else involved.
Bauer’s article was interesting. Within the article, aside from the text, he offers examples of classroom rules, recourses to consult if needed, and several other useful tips. He was very adamant about the discipline, and he has a good point. If you let one student get away with something but not another for the exact same thing, they will wonder “Why did I get in trouble, but they didn’t?” You must be strict with your discipline, not in a sense of harsh punishment for something, but an even playing field so some students don’t feel privileged, while others feel looked down upon. Another good point is for the teachers preparation to be good for the day. He notes if a teacher wings it and does not seem to know what they should be doing, they will lose the classroom, and that results in bad behavior and moral. They should feel inspired by the conductor, not like they have to lead them through a piece. Overall I enjoyed the article, because it helped me prepare for what is to come to my classroom, and now I have a better sence of what to do and what not to do.
No comments:
Post a Comment