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CH2: What makes some groups of sounds music and other groups of sounds noise?

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CH2: What makes some groups of sounds music and other groups of sounds noise?

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The main difference between groups of sounds and music is the context in which they are heard. The textbook uses the example of a bass drum vs booms from thunder being music vs noise. Thunder is a part of nature whereas the boom from a bass drum is something a human is producing. Obviously, anything that produces sound could be considered noise, but the contrast between the two lies in the meaning behind the context and intentions.

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CH2: What five questions make up the basic components of the teaching process?

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CH2: What five questions make up the basic components of the teaching process?

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The five components of the teaching process are Why? What? How? To Whom? and Results? It is important to have a direction in your teaching, otherwise it won't be as effective or helpful to the students.

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CH2: Why is it impossible to spell out in advance the exact procedures for teaching music to any class?

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CH2: Why is it impossible to spell out in advance the exact procedures for teaching music to any class?

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Unlike the human anatomy, human reactions and interests wildly vary and are very unpredictable. Some teaching methods that work on some students may have a completely opposite effect on another student. Having exact procedures for teaching music can backfire since everyone learns in a different environment and method, so being adaptable is a great trait when teaching.

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CH2: In what ways is music both a product and a process?

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CH2: In what ways is music both a product and a process?

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Music can be composed or improvised as well as produced and created. The product is what is composed while the process is what went through in order to compose it. Music consists of both the tasks in order to create it as well as the end result once it's finished.

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CH3: Why is it difficult for instructors and authors of educational materials to specify in detail the procedures for teaching music to all fifth grade classes?

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CH3: Why is it difficult for instructors and authors of educational materials to specify in detail the procedures for teaching music to all fifth grade classes?

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It is difficult for instructors to specify in detail the procedures because each class situation varies so much and each unit for general music classes have different specific requirements. It's nearly impossible to have a specific procedure for all classes since each one is very different whether it be the students, curriculum requirements, levels, etc.

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CH3: What is an observable behavior? Why are observable behaviors so important in analyzing the teaching process?

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CH3: What is an observable behavior? Why are observable behaviors so important in analyzing the teaching process?

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Observable behaviors, simply put, are actions that can analyzed and interpreted by others without the need to outright say the meanings behind them. Observable behaviors are crucial in analyzing the teaching process as a way to assess their effectiveness in teaching and try to figure out how they can be more effective without asking the students. Students will not be able to tell a teacher what exactly they can do to be more successful in their methods, so it is the teacher's job to make assumptions, impressions, and hunches in order to assess their teachings.

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CH3: What are the benefits to music teachers, including directors of performing groups, of planning for their classes and rehearsals?

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CH3: What are the benefits to music teachers, including directors of performing groups, of planning for their classes and rehearsals?

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For directors of performing groups, planning would include choosing which pieces will be studied, where are the places that need special attention, etc. By analyzing and knowing the pieces ahead of time, the teacher should be able to assess which spots will likely give students trouble. For example, if there is a specific passage in a concert band piece that looks difficult for the clarinets, the teacher could try to figure an easier figuring or articulation method that would make it easier before they even get to that spot in class. That way, the teacher can fix the issue efficiently without using more class time than needed. Planning could also be beneficial in knowing what to do at the start of class (ex. warm ups) and at the end of class (making sure you don't end in the middle of the piece without any education resolution).

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CH3: What are the advantages of unit planning?

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CH3: What are the advantages of unit planning?

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Unit plans are long-term plans that can relate to three or more classes rather than specific plans for small number of classes/rehearsals. The main benefit behind doing is that it helps develop an idea or topic rather than covering it in one class or presentation. If students constantly work and develop an idea, it will stick with them more naturally and they will be able to grasp it easier.

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CH3: What factors should music teachers consider when planning for a class or rehearsal?

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CH3: What factors should music teachers consider when planning for a class or rehearsal?

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One main thing that music teachers should be aware of is that their plan is always subject to change based on the students. No plan should be set in stone as a topic that a teacher may believe is easy may turn out to be very difficult for students. In a situation like that, the teacher should not continue to force that topic or exercise and instead switch gears and quickly adjust to the need of the students by doing something simpler. Like I mentioned earlier, each class varies wildly and the expectations a teacher may have could be completely skewed once they enter a classroom. Not using a plan specifically as the teacher wanted does not invalidate the plan, but helps the plan become a foundation of what the teacher wants to do in the future in order to return back to that plan. Instead of abandoning that plan, the teacher could then run easier exercises in order to get back to that plan eventually after some time, once the students get a better grasp on the topic.

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CH3: What are the benefits of assessing the results of music classes and rehearsals?

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CH3: What are the benefits of assessing the results of music classes and rehearsals?

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First off, assessments in general help the teacher understand how effective their teachings and methods are. Although teachers can use observable behaviors to assess, it is not always 100% accurate as no one can know exactly what students are thinking except themselves.

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CH3: What is the main difference between testing and assessing?

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CH3: What is the main difference between testing and assessing?

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Tests and assessments are often considered interchangeable terms, but they are quite different. First off, assessments only need a small portion of the class to be effective. Assessments also are what teachers use to analyze how effective their teachings are or what their students have learned from their class. Although you could argue tests do the same, the main purpose of tests comes from the grading system and are used as a way to grade students. Tests also have correct and wrong answers.

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CH4: Think of two good school music teachers you have had, and then think of two who were not so good. What in their personalities and teaching methods made them either successful or unsuccessful?

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CH4: Think of two good school music teachers you have had, and then think of two who were not so good. What in their personalities and teaching methods made them either successful or unsuccessful?

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For the "good" music teachers, I felt that their success came from their approach. They came to me and showed interest in getting to know me as a person and my interests prior to teaching me fundamentals. They are also patient and understanding, even when I don't fully understand a concept the first time through. Their success comes from their attitude and the personality that they show to others and although they are not always perfect, the way their students act can sometimes be a reflection of their teaching method, style, or message they outlook. For "bad" music teachers, I do not have a lot to say. I have seen some teachers who are not organized or prepared for rehearsals and end up wasting students' time with aimless idling. These moments annoy me more than most things because time is valuable to each person and to waste that time in a position with responsibility shows poor character and leadership skills.

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CH4: Think of a community that you know well. If there are professional musicians living there, what efforts are made to promote coordinated efforts between them and the school music teachers? What is the relationship between the private Music teachers and the school music teachers? Between the music teachers and the music merchants?

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CH4: Think of a community that you know well. If there are professional musicians living there, what efforts are made to promote coordinated efforts between them and the school music teachers? What is the relationship between the private Music teachers and the school music teachers? Between the music teachers and the music merchants?

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In my hometown of Cresskill, New Jersey, the music department had a program called the Music Boosters. It was made up of a group of parents with passionate children in the music department who help fundraiser and coordinate events. In addition, they helped organize private lessons for students by getting them in contact with professional students in the area. I felt that this was helpful for everyone as the students were able to get private lessons easily, the professionals would be making some money, and the teachers are able to improve the credibility and skill level of their program. The relationship between private lesson teachers and music teachers is one of collaboration. The music industry is all about working together, listening to each other, and collaborating. In the example I just gave, both professions are able to benefit the other and can help each other out.

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CH4: What are the most important qualities for a successful music teacher?

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CH4: What are the most important qualities for a successful music teacher?

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Personally, the most important qualities of a successful music teacher are not music related. I believe that empathy and patience are two key factors in the success of music teachers and teachers in general. All students learn and grow at different paces and being patient can help the student feel comfortable with making mistakes and learning from them. If a teacher attempts to rush a student's growth through impatience, it can hinder the student on the topic they are on as well as future interactions. Students also go through different things and sometimes struggle mentally here and there. Being empathetic and understanding can go a long way for a student, showing that you care and want to help them not only musically but personally. Acting this way can help a teacher's credibility and help the student understand how to be a better person for others as well as feel more comfortable with the teacher's methods of teaching.

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CH4: Why should you avoid trying to imitate the actions or personal characteristics of a particular teacher you admire?

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CH4: Why should you avoid trying to imitate the actions or personal characteristics of a particular teacher you admire?

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The answer to this question lies in the question itself: personal characteristics. These aspects that you admire of this teacher are aspects of their own personality. To replicate a part of someone else's personality means disregarding your own. To be a good teacher is to be a genuine person who cares about the students. By copying or imitating someone else's personality, you are doing yourself and the students a disservice by not being true to the students. Incorporating ideas and philosophies of teachers you admire while not losing sight of yourself as an individual can be one of the best ways to be a successful, effective, and great teacher.

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CH4: What are the benefits of making your living as a performer? What are the less desirable aspects of making your living as a performer?

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CH4: What are the benefits of making your living as a performer? What are the less desirable aspects of making your living as a performer?

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The benefits of being a performer for a living include the thrill of the experience as well as having performances constantly. Many musicians enjoy performing for people and it is a way we are able to entertain others as well as ourselves at the same time. The less desirable aspect of performing could be the repetition and if it is a tour, the constant traveling. Some may enjoy traveling, but it can definitely become stale or boring after a year or two or several. Often on tours, the performers must play the same things every show and still perform with the same energy and hype. It can definitely be a struggle, but for some it is part of the thrill of the art.

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CH4: What are the benefits of making your living as a music teacher? What are the less desirable aspects of making your living as a music teacher?

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CH4: What are the benefits of making your living as a music teacher? What are the less desirable aspects of making your living as a music teacher?

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One benefit of making your living as a music teacher is the satisfaction you get from impacting a student or students' life positively. One thing that teachers can do that performers can't see is the progress of the people they help and inspire. Performers can have an impact, but it may not be noticeable to them and they may never know about the people they leave a mark on. Teachers are able to see the growth of their students and see how they improve and become a stronger musician over time. A less desirable aspect of teaching is that your students are not perfect and may be frustrating to work with at times. Although this is a part of teaching and overcoming this is an aspect that all teachers will work on, it is still a less desirable aspect of the job and can be difficult to work through. Learning to be a better teacher for the students is a wonderful thing that helps you grow as an educator, but can certainly be a challenge for many.