Pat Tregoning
MUS 23241
2-1-11
[Barton, Gary, December, 2009, Getting the most out of going to convention, NBA Journal, pp.15-16]
This article by Barton talks about the ways to make your visit to the Ohio Music Education Association conference a successful one. He talks about the tips: "Make Your Schedule in Advance, There is No Concert that Has No Value, Attending as a Staff, Attending on School Time or School Money and Have Fun While You Learn".
I have personal connections to the article because I have attended conference multiple times as both a performer and a guest. The times I went with my mother, who is a fellow teacher, she has always went by these guidelines. I have used them in my philosophy of going to conference as well.
I greatly agree with the guidelines that Barton mentions in these articles. I go by the same ones myself, I also could see myself using this as a tool if I end up mentoring a new music educator later on in my career.
Monday, January 31, 2011
Sunday, January 30, 2011
Text Readings (Campbell 3)
Pat Tregoning
MUS 23241
2-1-11
[Campbell, Patricia Sheehan, 2008, Music learning by ear and by eye, Musician & Teacher: An Orientation to Music Education, pp.40-59]
This chapter talks about the different styles of learning that can be used by students in music (ex. picking up music by ear/by eye). This chapter also discusses how music is learned in different nations, in different time periods and and through different styles.
I have no personal experience with the overseas educational learning styles but I can relate to the first part of the summary. My parents have noticed that I have an uncanny knack of picking up music by ear as well as by reading a score. Both my parents and I are unsure of where exactly it came from.
I think that this is a good article to save in my files because it talks about multi-cultural education. I could definitely use this as a reference tool later on down the road to talk about or look back at multi-cultural education examples
MUS 23241
2-1-11
[Campbell, Patricia Sheehan, 2008, Music learning by ear and by eye, Musician & Teacher: An Orientation to Music Education, pp.40-59]
This chapter talks about the different styles of learning that can be used by students in music (ex. picking up music by ear/by eye). This chapter also discusses how music is learned in different nations, in different time periods and and through different styles.
I have no personal experience with the overseas educational learning styles but I can relate to the first part of the summary. My parents have noticed that I have an uncanny knack of picking up music by ear as well as by reading a score. Both my parents and I are unsure of where exactly it came from.
I think that this is a good article to save in my files because it talks about multi-cultural education. I could definitely use this as a reference tool later on down the road to talk about or look back at multi-cultural education examples
Bb Readings (Thompson)
Pat Tregoning
MUS 23241
2-1-11
[Thompson, John , April, 2010, What we have learned along the way, The Instrumentalist, pp.26-30,54-56]
In this article, Thompson and numerous "veteran teachers" are asked to talk about what they wish they had known earlier in their careers and how it has helped improved them. Thomson interviewed Ray Holder, Charles Menghini, Anthony Gibson, Joe Manfredo, Scott Casagrande and Anthony Pursell, these gentlemen are all very distinguished veteran teachers in the business. When reading what each of these guys had to say, they all had tied in two noticeable realizations. The first realization is that it is extremely vital to establish good working relationships with people such as fellow colleagues and administrators, support staff (boosters, parent volunteers etc). The other realization I took away from this was that always to remember that there is not a single good deed that doesn't go unnoticed.
I have had personal connections with both of the realizations I listed in the previous category. I have many experiences with the first realization of establishing relationships with the people you often work with. I hold two jobs, one on and one off campus and both in very opposite ends of the job spectrum. One is in fast food service and the other is in the survey lab giving surveys over the phone. Both jobs are similar because I try to focus on establishing a good work relationship with my superiors to show that I am a good, hard worker and that I am always willing to help out the group if it means the group will improve. I have had experience with my other realization through my time in Cub Scouts growing up. My scout leaders always told me that when performing duties of service and stuff to remember that every good deed will never go unnoticed.
I agree with the things shared by these gentlemen. I think this could be a good tool to remember for when I begin my career I can remember these things mentioned so I don't have to sit down later in my teaching career and ask myself the question of "what do I wish I had known earlier and how has it made me better?".
MUS 23241
2-1-11
[Thompson, John , April, 2010, What we have learned along the way, The Instrumentalist, pp.26-30,54-56]
In this article, Thompson and numerous "veteran teachers" are asked to talk about what they wish they had known earlier in their careers and how it has helped improved them. Thomson interviewed Ray Holder, Charles Menghini, Anthony Gibson, Joe Manfredo, Scott Casagrande and Anthony Pursell, these gentlemen are all very distinguished veteran teachers in the business. When reading what each of these guys had to say, they all had tied in two noticeable realizations. The first realization is that it is extremely vital to establish good working relationships with people such as fellow colleagues and administrators, support staff (boosters, parent volunteers etc). The other realization I took away from this was that always to remember that there is not a single good deed that doesn't go unnoticed.
I have had personal connections with both of the realizations I listed in the previous category. I have many experiences with the first realization of establishing relationships with the people you often work with. I hold two jobs, one on and one off campus and both in very opposite ends of the job spectrum. One is in fast food service and the other is in the survey lab giving surveys over the phone. Both jobs are similar because I try to focus on establishing a good work relationship with my superiors to show that I am a good, hard worker and that I am always willing to help out the group if it means the group will improve. I have had experience with my other realization through my time in Cub Scouts growing up. My scout leaders always told me that when performing duties of service and stuff to remember that every good deed will never go unnoticed.
I agree with the things shared by these gentlemen. I think this could be a good tool to remember for when I begin my career I can remember these things mentioned so I don't have to sit down later in my teaching career and ask myself the question of "what do I wish I had known earlier and how has it made me better?".
Monday, January 24, 2011
Bb Readings (Eisner)
Pat Tregoning
MUS 23241
1-25-11
[Eisner, Elliot W., December 2003/January 2004, Preparing for today and tomorrow, Educational Leadership, pp.6-10]
In this article, Eisner talks about what schools should teach in the future like judgement, critical thinking and other things. Eisner also talks about what schools must become in order to adapt to the changes that the education world will undergo over time.
I do not have any personal connections to this because I do not know the author. I have the lone connection of reading this for MTAP class.
I didn't see any point in the article to agree or disagree on. I believe this could be used as a "directional guide" for helping me to establish my personal philosophy on education.
MUS 23241
1-25-11
[Eisner, Elliot W., December 2003/January 2004, Preparing for today and tomorrow, Educational Leadership, pp.6-10]
In this article, Eisner talks about what schools should teach in the future like judgement, critical thinking and other things. Eisner also talks about what schools must become in order to adapt to the changes that the education world will undergo over time.
I do not have any personal connections to this because I do not know the author. I have the lone connection of reading this for MTAP class.
I didn't see any point in the article to agree or disagree on. I believe this could be used as a "directional guide" for helping me to establish my personal philosophy on education.
Bb Readings (Kantorski)
Pat Tregoning
MUS 23241
1-25-11
[Kantorski, Vincent J., Some characteristics of excellent teachers, TRIAD, pp.40-42]
In this article, Kantorski who is a faculty member at Bowling Green State University talks in this issue of TRIAD about what he believes are some personal characteristics certain teachers should have to make them "Excellent Teachers". Some of these qualities he talks about are: "Exhibits a through knowledge of the subject matter", "..enthusiastic about teaching", "maintains good eye contact", "listens carefully to students", "challenges students to excel", "uses his/her sense of humor appropriately", "is very well organized" and "asks questions requiring higher level thinking skills". Kantorski takes each of these sections and goes into details about what makes these important qualities.
I don't have personal connections to this article because I have never met Kantorski himself. The closest connection I have to this article is reading it for this class.
I agree with some of the points Kantorski made in this article. Some of the comments he made about the qualities of maintaining good eye contact, being enthusiastic about teaching, challenges students are all qualities I personally would like to carry into my teaching experience. I will use this article to better my teaching skills as I progress through my collegiate experience at Kent State.
MUS 23241
1-25-11
[Kantorski, Vincent J., Some characteristics of excellent teachers, TRIAD, pp.40-42]
In this article, Kantorski who is a faculty member at Bowling Green State University talks in this issue of TRIAD about what he believes are some personal characteristics certain teachers should have to make them "Excellent Teachers". Some of these qualities he talks about are: "Exhibits a through knowledge of the subject matter", "..enthusiastic about teaching", "maintains good eye contact", "listens carefully to students", "challenges students to excel", "uses his/her sense of humor appropriately", "is very well organized" and "asks questions requiring higher level thinking skills". Kantorski takes each of these sections and goes into details about what makes these important qualities.
I don't have personal connections to this article because I have never met Kantorski himself. The closest connection I have to this article is reading it for this class.
I agree with some of the points Kantorski made in this article. Some of the comments he made about the qualities of maintaining good eye contact, being enthusiastic about teaching, challenges students are all qualities I personally would like to carry into my teaching experience. I will use this article to better my teaching skills as I progress through my collegiate experience at Kent State.
Bb Readings (Ervin)
Pat Tregoning
MUS 23241
1-25-11
[Ervin, Max T., May 1979, Personal qualities of successful music teachers, The Instrumentalist, pp.30-31]
The first reading I chose to respond to was the reading entitled "Personal Qualities of Successful Music Teachers" by Ervin. The general summary of this article is that Mr. Ervin goes on to talk about the qualities successful music teachers often possess to become successful teachers. These qualities include things such as "a love for young people" or "a love to teach" even the quality of being a sincere person. The article later goes into detail about not only qualities of good teachers but also how "great teachers" can develop their craft into a truly good skill and allow these teachers to excel at what they do. He later concludes that "great teaching is a great art; it demands a sensitivity of emotions and intellect like few other human pursuits". He takes this article hoping teachers in the field that could potentially be struggling a chance to read this and self evaluate themselves and help them identify where their own strengths or weaknesses could be.
I share personal experience with (in my opinion) all music education related things through my mother who has been teaching for 35 years in music. She always has talked about the qualities of being a good successful music teacher including some of the qualities listed in this article like having "a love to help young people" and having "a love to teach" just to name a few. I definitely consider her a role model in my life.
I throughly agree with Max Ervin's approach to this article. This can really be an inspirational tool to a struggling teacher who might be struggling in the field. I always enjoy reading inspirational tools that can even help "light a fire" to help someone get the motivation in them to do well. I could definitely see myself referring back to this article in the future when I enter the field.
MUS 23241
1-25-11
[Ervin, Max T., May 1979, Personal qualities of successful music teachers, The Instrumentalist, pp.30-31]
The first reading I chose to respond to was the reading entitled "Personal Qualities of Successful Music Teachers" by Ervin. The general summary of this article is that Mr. Ervin goes on to talk about the qualities successful music teachers often possess to become successful teachers. These qualities include things such as "a love for young people" or "a love to teach" even the quality of being a sincere person. The article later goes into detail about not only qualities of good teachers but also how "great teachers" can develop their craft into a truly good skill and allow these teachers to excel at what they do. He later concludes that "great teaching is a great art; it demands a sensitivity of emotions and intellect like few other human pursuits". He takes this article hoping teachers in the field that could potentially be struggling a chance to read this and self evaluate themselves and help them identify where their own strengths or weaknesses could be.
I share personal experience with (in my opinion) all music education related things through my mother who has been teaching for 35 years in music. She always has talked about the qualities of being a good successful music teacher including some of the qualities listed in this article like having "a love to help young people" and having "a love to teach" just to name a few. I definitely consider her a role model in my life.
I throughly agree with Max Ervin's approach to this article. This can really be an inspirational tool to a struggling teacher who might be struggling in the field. I always enjoy reading inspirational tools that can even help "light a fire" to help someone get the motivation in them to do well. I could definitely see myself referring back to this article in the future when I enter the field.
Bb Readings (Leonard)
Pat Tregoning
MUS 23241
1-25-11
[Leonard, Mark, August 2004, The qualities that make directors outstanding, The Instrumentalist, pp.13-15]
The general summary of the article by Mr.Leonard is highlighting the six points of a leader and goes into detail about each of these "bullet points". The six points are "Setting Limits, Getting to know your students, delegating authority, dealing with parents, preparation and creating a plan." He also takes the time to talk about other characteristics of being a leader such as patience and also "asking others for help" and he reminds the reader that "Very few of us, maybe ten percent, have enough leadership ability. The rest of us have to learn." Leonard reminds readers that being a good teacher is "a life-long process..You can always be better. You don't get to your tenth year and say, I've finally arrived".
I spoke with my mother who like I mentioned in an earlier post has been in "the business" for 35 years teaching anything from band to general music and she has often referred to those points as critical points any new teacher (most recently to my sister who just acquired her elementary teaching license). I have also noticed my mother using these points in her everyday teaching and I could definitely say they are strengths of hers.
I definitely agree with this article and EVERYTHING about it. In fact, I printed out this article and kept it in a safe place so I can take it out again when I prepare to enter the teaching business. When I think of points to become a successful teacher I think of points mentioned in this article. I would definitely agree with Leonard because these points (according to my personal beliefs) are points I think could be used to become a successful teacher. I will refer to this article in the future.
MUS 23241
1-25-11
[Leonard, Mark, August 2004, The qualities that make directors outstanding, The Instrumentalist, pp.13-15]
The general summary of the article by Mr.Leonard is highlighting the six points of a leader and goes into detail about each of these "bullet points". The six points are "Setting Limits, Getting to know your students, delegating authority, dealing with parents, preparation and creating a plan." He also takes the time to talk about other characteristics of being a leader such as patience and also "asking others for help" and he reminds the reader that "Very few of us, maybe ten percent, have enough leadership ability. The rest of us have to learn." Leonard reminds readers that being a good teacher is "a life-long process..You can always be better. You don't get to your tenth year and say, I've finally arrived".
I spoke with my mother who like I mentioned in an earlier post has been in "the business" for 35 years teaching anything from band to general music and she has often referred to those points as critical points any new teacher (most recently to my sister who just acquired her elementary teaching license). I have also noticed my mother using these points in her everyday teaching and I could definitely say they are strengths of hers.
I definitely agree with this article and EVERYTHING about it. In fact, I printed out this article and kept it in a safe place so I can take it out again when I prepare to enter the teaching business. When I think of points to become a successful teacher I think of points mentioned in this article. I would definitely agree with Leonard because these points (according to my personal beliefs) are points I think could be used to become a successful teacher. I will refer to this article in the future.
Monday, January 17, 2011
Bb Readings (Sanders)
Pat Tregoning
MUS 23241
1-18-11
[Sanders, Paul D., 2001, Important influences on the introduction of music education in the state of ohio, TRIAD, pp.28-30]
In this article, Paul Sanders talks about the famous "pioneers of music education" in the state of Ohio and what they did to help it. He talked about Timothy Mason, Calvin Stowe among other things.
I personally have no immediate, close connections to this article except for our discussions in Music Teaching as a Profession.
I liked this article because it talked about the different leaders in the early days of Music Education in Ohio and what they did to help improve it in schools. I could see myself using this as a reference tool if I wanted to make a lesson when I start teaching music as a profession.
MUS 23241
1-18-11
[Sanders, Paul D., 2001, Important influences on the introduction of music education in the state of ohio, TRIAD, pp.28-30]
In this article, Paul Sanders talks about the famous "pioneers of music education" in the state of Ohio and what they did to help it. He talked about Timothy Mason, Calvin Stowe among other things.
I personally have no immediate, close connections to this article except for our discussions in Music Teaching as a Profession.
I liked this article because it talked about the different leaders in the early days of Music Education in Ohio and what they did to help improve it in schools. I could see myself using this as a reference tool if I wanted to make a lesson when I start teaching music as a profession.
Bb Readings (Sanders)
Pat Tregoning
MUS 23241
1-18-11
[Sanders, Paul D., 1995, Early public school music in the state of ohio, TRIAD, pp.37-39]
In this article, Sanders talks about the beginning "roots of music" in select school districts in Ohio. He looks at music in school districts of Akron, Chillicothe, Cincinnati, Cleveland, Columbus, Dayton, Defiance, Dover, Marietta , Massillon, New Philadelphia, Newark, Oberlin, Ripley, Sandusky, Toledo, Zanesville and talks about what each school did during the school day.
Once again, I personally do not have any personal connections to this because I was not alive when these programs were started. The closest connections I have were discussions I have had about this in Music Teaching class.
I could use this article in the future as a reference tool or potentially for a lesson if I became a professor or teacher in music education. I did not see this article as a necessarily agree/disagree article.
MUS 23241
1-18-11
[Sanders, Paul D., 1995, Early public school music in the state of ohio, TRIAD, pp.37-39]
In this article, Sanders talks about the beginning "roots of music" in select school districts in Ohio. He looks at music in school districts of Akron, Chillicothe, Cincinnati, Cleveland, Columbus, Dayton, Defiance, Dover, Marietta , Massillon, New Philadelphia, Newark, Oberlin, Ripley, Sandusky, Toledo, Zanesville and talks about what each school did during the school day.
Once again, I personally do not have any personal connections to this because I was not alive when these programs were started. The closest connections I have were discussions I have had about this in Music Teaching class.
I could use this article in the future as a reference tool or potentially for a lesson if I became a professor or teacher in music education. I did not see this article as a necessarily agree/disagree article.
Bb Readings (Bianco)
Pat Tregoning
MUS 23241
1-18-11
[Bianco, Robert S., 1974, Ohio's first school band contest, TRIAD, pp.17-20]
In this article, Dr. Bianco talks about the history of the first Band Contest in the state of Ohio. He talks about the schools competing, the format of the competition, prizes, even about the other events surrounding the competition (parades etc.) among other things.
I don't necessarily have personal connections or relations to this event. I would mainly attribute that to the fact that I was not alive then. I can't really explain personal connections to that contest when it occurred.
I found that this was not a more or less "agree or disagree" article. I found this as a future reference tool that I could use, even in a lesson that I could use with my future students when I enter the teaching profession.
MUS 23241
1-18-11
[Bianco, Robert S., 1974, Ohio's first school band contest, TRIAD, pp.17-20]
In this article, Dr. Bianco talks about the history of the first Band Contest in the state of Ohio. He talks about the schools competing, the format of the competition, prizes, even about the other events surrounding the competition (parades etc.) among other things.
I don't necessarily have personal connections or relations to this event. I would mainly attribute that to the fact that I was not alive then. I can't really explain personal connections to that contest when it occurred.
I found that this was not a more or less "agree or disagree" article. I found this as a future reference tool that I could use, even in a lesson that I could use with my future students when I enter the teaching profession.
Thursday, January 13, 2011
Text Readings (Campbell 2)
Pat Tregoning
MUS 23241
1-18-11
[Campbell, Patricia Sheehan, 2008, Great minds on music in education, Musician & Teacher: An Orientation to Music Education, pp.16-39]
This chapter in Campbell's book was very interesting as it approached different angles to get opinions from "Great minds" on music. She took a look at 3 different "mindsets on music". First being "Ancient Minds on Music", then "Later Minds on Music", "Musician's mind on music". Campbell also talks about the "Precious Presence" that music has in life.
I don't really have personal connections to what Campbell has talked about. The closest I have came is through Mr.Neiman's MTAP class where we talked about the colonial start in music. I personally found that discussion to be interesting.
I didn't really consider it to be a necessary agree or disagree type of article. I found this article to be more of a historical informational article. I would definitely consider using this article later on for referral for making a presentation or to use it an a lesson with my students in the future.
MUS 23241
1-18-11
[Campbell, Patricia Sheehan, 2008, Great minds on music in education, Musician & Teacher: An Orientation to Music Education, pp.16-39]
This chapter in Campbell's book was very interesting as it approached different angles to get opinions from "Great minds" on music. She took a look at 3 different "mindsets on music". First being "Ancient Minds on Music", then "Later Minds on Music", "Musician's mind on music". Campbell also talks about the "Precious Presence" that music has in life.
I don't really have personal connections to what Campbell has talked about. The closest I have came is through Mr.Neiman's MTAP class where we talked about the colonial start in music. I personally found that discussion to be interesting.
I didn't really consider it to be a necessary agree or disagree type of article. I found this article to be more of a historical informational article. I would definitely consider using this article later on for referral for making a presentation or to use it an a lesson with my students in the future.
Text Reactions (Campbell 1)
Pat Tregoning
MUS 23241
1-18-11
[Campbell, Patricia Sheehan, 2008, A musician's life in teaching, Musician & Teacher: An Orientation to Music Education, pp.1-16]
In this chapter, Campbell talks about things that pertain to what makes a music teacher. In this chapter, Campbell uses different scenarios to show different people's realization about wanting to become a music educator. Other sub-sections of this chapter talk about things like what makes a music teacher, it's ability to be a "life's calling" for people and other things like what it takes to be a music teacher (training and experience according to the book).
I personally have some connections to different points in this chapter. The section talking about this being "a life's calling" because it always has been for me. I have been exposed to music as long as I can remember. It has always been a strong point in my life and I hope entering the field will make it a bigger part of my life then what it already is.
I agree with this chapter for numerous reasons. I agree with the author's point that this needs to be a "life's calling". At least with me, this has been the biggest calling in my life and I am glad I am pursuing it. I also agreed in Campbell's beliefs of "what makes a music teacher" as well because I agree on some of those points as well. I felt that Campbell also was correct in the ideas of what it takes to be a music teacher as well. It was good to read this because I can collect another professional's opinion on what they believe makes a music teacher.
MUS 23241
1-18-11
[Campbell, Patricia Sheehan, 2008, A musician's life in teaching, Musician & Teacher: An Orientation to Music Education, pp.1-16]
In this chapter, Campbell talks about things that pertain to what makes a music teacher. In this chapter, Campbell uses different scenarios to show different people's realization about wanting to become a music educator. Other sub-sections of this chapter talk about things like what makes a music teacher, it's ability to be a "life's calling" for people and other things like what it takes to be a music teacher (training and experience according to the book).
I personally have some connections to different points in this chapter. The section talking about this being "a life's calling" because it always has been for me. I have been exposed to music as long as I can remember. It has always been a strong point in my life and I hope entering the field will make it a bigger part of my life then what it already is.
I agree with this chapter for numerous reasons. I agree with the author's point that this needs to be a "life's calling". At least with me, this has been the biggest calling in my life and I am glad I am pursuing it. I also agreed in Campbell's beliefs of "what makes a music teacher" as well because I agree on some of those points as well. I felt that Campbell also was correct in the ideas of what it takes to be a music teacher as well. It was good to read this because I can collect another professional's opinion on what they believe makes a music teacher.
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