Free Essay

Eating Habits

In: People

Submitted By HHH17
Words 1104
Pages 5
Murillo, Fredrick Bowen O.
BMME – III

Chapter Summaries
(Highschool Music Methods)

Artistry in Effective Teaching: Command of Content and Mastery of Methods Effective music teaching as artistry is one of the key points in this chapter. Teaching music is an artistry because it involves performing as well as musicality. Teaching music is a “planned performance” in the sense that a music teacher prepares his/her lessons and then “performs” it in front of his/her class. In order for music teaching to become artistry it is, first and foremost, essential that the teacher possesses a good command of his/her content or subject matter. Having a good command of and intimate knowledge of your subject matter is not a simple thing because your subject matter is composed of everything you have learned in college. That knowledge will help you, as a teacher, to “lead all types of students in the study of sequential concepts and skills.” The sequence mentioned and its content may come from a number of sources. A music teacher preparing his/her sequence of study and content must take into consideration the following: the music curriculum of the school that employs him/her, the past lessons of the students, chat he/she has learned in college, music appreciation books, contents of different teaching approaches (Kodaly, Orff, Suzuki, etc.), the National Standards of Competencies, as well as curriculums of other music programs that may be helpful. Another key point stressed in this chapter is the use of “high-quality (music) literature.” This pertains to the songs or musical scores that a music teacher should use throughout the course of his lessons. The chapter provides a checklist for evaluating whether or not a musical score or piece of music can be considered as high-quality literature in relation to the level of the students. The checklist asks the teacher to consider the following areas: Rhythm and harmony, melody, dynamics, ranges, styles and genres, appropriateness, and acknowledged merit of the literature. Choosing and acquiring high-quality literature is not easy and is often tedious. However, it will be a big help in the musical growth of your students. If the proper literature is chosen and presented by the teacher, the students are sure to be kept interested and motivated. The chapter also urges the music teacher to not only strengthen his/her music curriculum but also to strengthen ties with the school community. The support of the community will be valuable when it comes to developing and enhancing the school’s music program. The support of the parents is also essential in terms of student retention and development. Learning music must not be a teacher-student connection alone. It must be a joint effort involving the teacher, the student, and the parent. Finally, the chapter emphasizes the importance of personal musical growth for the teacher, methodology, and effective collaboration. A music teacher must also put himself/herself to the task of personal musical growth. A teacher’s knowledge and skill as a musician must not be neglected. It must continue to be developed and nurtured. Methodology goes hand in hand with content. A music teacher must always do his/her best to present the course content in a way (methodology) that is well-thought-out, organized, sequenced, and always appropriate to the students’ level. Effective ollaboration with other teachers helps in strengthening ties with collegues as well as in providing teachers with access to a treasure trove of experience and new ideas in the person of their collegues.

Effective Instruction Although knowledge of content and methodology is essential, it will be renedered useless if the music teacher is not able to organize his/her instruction “so that students will have sequential, productive learning experiences.” The importance of planning for instruction cannot be over-emphasized. No matter what approach is used, “careful long- and short-range planning is essential to effective teaching.” Here is a process that is shared by many effective teachers when it comes to planning their instruction: 1. Consider previous learning and identify the existing achievement levels of each student and the class. 2. Selct specific content to be studied that matches these achievement levels. 3. Specify the aim of the lesson along with the construction of meaningfula dn measurable lesson objectives that satisfy the lesson aim and raise student achievement levels. 4. Consider how each student will meet the objectives. 5. Prepare sequenced learning activities and experiences that result in purposeful learning involving knowledge, understanding and skills. 6. Assess individual and group achievements. 7. Use the assessments as a teaching tool to reinforce concepts and skills and to affect future lessons.
A music teacher must be able to plan, construct, and implement daily lessons that are precise, concise, understandable by non music administrators, and enable the students to learn how to learn. These lesson plans will be invaluable in guiding your day to day teaching.
Always the lessons should go beyond simply collecting facts and information about music. In order to help your students gain an understanding of what they are learning lessons must be composed of a range approaches that engage students in learning by doing. Through this the teacher is not merely helping his/her students learn but he/she is teaching his/her students how to learn.

The Critical Element: Teacher Attitude In this chapter attitude is presentded as the “how” of teaching. The teacher’s attitude is just as important has his/her mastery of content, methodology, and planning. How he/she delivers his/her lessons as well as his/her approach when it comes to encouragement and discipline greatly affects the growth and development of his/her students. A study done by Steven Farr about what makes an exceptional teacher and why theyr are successful was mentioned in this chapter. A report by Amanda Ripley about the study mentions that there are five tendencies that was common to the teachers that were deemed exceptional by the above study. These tendencies include: setting big goals for their students, avidly recruited students and their families into the (learning) process, focused everything they did into contributing to student learning, planned exhaustively and purposefully, and refusing to surrender to poverty, bureaucracy, and budgetary shortfalls. The chapter goes on to enumerate a list of attitudes that can be used as “keys to unlock learning” for students. This list was done in the ABC form and is called the “ABCs of Attitude.”

The ABCs of Attitude

Able, affable
Bold
Consistent Daring
Eenthusiastic
Flexible
Gracious
Humorous
Interested
Joyous
Kind
Likeable
Motivating
Nurturing
Organized
Professional, Passionate, Prepared
Quiet
Rigorous
Sensitive
Trustworthy
Unflappable
Valorous
Winsome
Xerophilous
Yielding
Zealous

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