Different Perspectives....

I have started to work on my work of art series and thinking about how I would like to create the storyboard for my project.  In doing so, I know I will be doing some interviews to gain different perspectives about my theme from different people.  As we all know in the classroom, a teacher's particular teaching style works for some students more than others.  In my work of art project, I am focusing on a particular yoga class that I find "compelling" by the way the instructor leads the practice.  Obviously, attending this class is by choice.  However, sitting in a class with a teacher that you feel does not stimulate you is not by choice at school.  So how then can we as teachers acknowledge this with our students?  

Reconnecting...

There have been a number of songs in this module (4) that I have studied that use a similar musical score or sequence at the beginning and end.  I guess it is sort of like a reconnecting or review and I know that I do this a lot in my teaching.  In the classroom, we try to lead our students in finding the connection back to the essential questions of the lesson.  I wonder if musicians do this on purpose a lot of the time like we do as teachers?

The "HOOK" in students?!

One of my Module 4 group members posed a question to us all the other day on Facebook asking if she thought a song could possibly be absent from a hook and still be catchy.  I answered by saying that I think there is a hook of some sort in every song and it may just not be as obvious. I have learned (through our course readings) that the hook can be found in many elements of a song (i.e. rhythm, melody, instruments) and not just the lyrics like I had previously thought. With a very unique "imaginative bridge" I think that there is also a hook in each and every one of our students - that something that makes them special, and like a song it is not always obvious! I continue to strive to find and bring out this hook in every one of my students!

MUSIC and STUDYING...

I wanted to use my older sister as an example for my post this week.  Growing up, I remember that my parents would be on her about turning her music off while studying.  She argued that it "helped" her study.  At the time, I thought that was a lame excuse to keep her music on, but while home last week in Australia, we talked about it as I was explaining to her my module 4 theme in this course.  I guess the music really did help her focus and study as opposed to my study habits which required absolute zero noise in the room and house!  So, I wonder what would test results be like if students had the choice to study with music on?

Using a "HOOK" in the classroom

While reading all about the use of a "hook" in music and specifically a song, I easily connected this element into my classroom teaching experiences.  What can we do as educators to "hook" our students into our units of study every time they enter our classroom?  I empathize with them knowing that some subjects I teach do not interest all of them. So.....what is it that I can do to stimulate interest into their learning? I think the key is finding a CONNECTION with them somehow in the unit - something that they can relate to.  Of course, every student has different interests so being able to relate a subject to an individual shows how much one cares about their learning.   

Works of Art

While I contemplate my "work of art" proposal for our CEP 882 course, I am really thinking hard about what a "work of art" can be.  I find it interesting that I associated ART to be painting, writing, music, the crafts etc.  Then I read the syllabus again and noted how our professor encouraged to produce something that I had knowledge of or great interest in.  Well, the answer to this is definitely SPORTS for me and then I had a flashback thought of how I once watched one of my top swimming students train in the pool one afternoon.  I told him his (butterfly) stroke was like "poetry in motion".  I laughed knowing that this reiterated the fact that I can be "artistic" even as a "jock"..haha!

Patterns in the Classroom

In a recent review of a peer group members' module 3 project picture, I noticed how the different patterns of tiles and kitchen countertops used in his featured architecture made the space look somehow "off balance".  It made me think further about this word "patterns" in the classroom.  Patterns of behavior came first to mind for me.  As teachers, we can be observant in our classrooms with identifying students who are "off" in their patterns of behavior.  Perhaps, something has happened at home, with family, with friends??  It is important to take note of such occurrences and know that its effect can be significant to an individual's learning.