Pat Tregoning
MUS 23241
2-24-11
[Lehman, Paul, October 2004, Raising the bar, Teaching Music, pp.33-39]
In this article, Paul Lehman sat down for an interview 10 years after the formation of the national standards of music education. The purpose of the interview was asking his opinion on the effect the standards have had over the last 10 years in the classroom and also on what the standards could do to improve the school music programs around the nation as well.
I didn't see the need to find personal connections in this article, all the article really seemed like was a chance to gather one's opinion on the progress the standards have made.
I did not find any points to agree or disagree on in this article. I found it to be more of an "editorial" for Lehman, to allow him to express his joys and concerns regarding the standards.
Friday, February 25, 2011
Bb Readings (Reimer)
Pat Tregoning
MUS 23241
2-24-11
[Reimer, Bennett, 9/2004, Reconceiving the national standards and school music program, MEJ, pp.33-37]
In this article, Reimer talks about the idea of "re-formatting" the national standards and trying to lead reform in the change of school music programs. With regards to the standards "re-formatting", Reimer goes into detail and lists the pros and cons of the idea of re-doing the national standards and the format of it.
I have no personal connections to the standards except through my Mom using them to plan her lessons when she could teach.
I don't necessarily agree with Reimer's belief that re-formatting the national standards is the best idea, mainly because I do not like change. I think that it is easier just to leave it how it is.
MUS 23241
2-24-11
[Reimer, Bennett, 9/2004, Reconceiving the national standards and school music program, MEJ, pp.33-37]
In this article, Reimer talks about the idea of "re-formatting" the national standards and trying to lead reform in the change of school music programs. With regards to the standards "re-formatting", Reimer goes into detail and lists the pros and cons of the idea of re-doing the national standards and the format of it.
I have no personal connections to the standards except through my Mom using them to plan her lessons when she could teach.
I don't necessarily agree with Reimer's belief that re-formatting the national standards is the best idea, mainly because I do not like change. I think that it is easier just to leave it how it is.
Bb Readings (Lehman)
Pat Tregoning
MUS 23241
2-24-11
[Lehman, Paul R., The power of the national standards in music education, MENC, pp.3-9]
In this article, Lehman talks about the "pros" of the national standards here in music education. He also talks about each standard "in depth" and helps the "common day reader" understand each of the standards in case they become confused.
I personally have no connections to the standards except from my Mom planning her lessons around them back when she could teach.
I could definitely see myself using this article if I ever became a mentor for a first year teacher that didn't necessarily understand the national standards. I agree with his opinion of the national standards as well. He tends to share the same opinions I have.
MUS 23241
2-24-11
[Lehman, Paul R., The power of the national standards in music education, MENC, pp.3-9]
In this article, Lehman talks about the "pros" of the national standards here in music education. He also talks about each standard "in depth" and helps the "common day reader" understand each of the standards in case they become confused.
I personally have no connections to the standards except from my Mom planning her lessons around them back when she could teach.
I could definitely see myself using this article if I ever became a mentor for a first year teacher that didn't necessarily understand the national standards. I agree with his opinion of the national standards as well. He tends to share the same opinions I have.
Thursday, February 17, 2011
Text Readings (Campbell 4)
Pat Tregoning
MUS 23241
2-17-11
[Campbell, Patricia Sheehan, 2008, Systems and standards of music education, Musician & Teacher: An Orientation to Music Education, pp.60-85]
In this chapter, Campbell takes a look at a few different things. One of them is comparing the similarities and differences of logical and localized systems of standards. Campbell also takes a look at the use of curriculum planning of music education around the world. The countries she looks at include: Argentina, Australia, Brazil, China, France, Hungary, Japan, South Africa, The United Kingdom and North America (United States and Canada).
The only connections I have to curriculum planning is that watching my Mom plan lessons in her class. I have seen her refer to the National Standards of Music Education. I have seen education in my overseas travels as well.
I don't see any necessary agree or disagreeing point on the article. I could see myself in the future using this article as a reference tool if I go back to graduate school or something else.
MUS 23241
2-17-11
[Campbell, Patricia Sheehan, 2008, Systems and standards of music education, Musician & Teacher: An Orientation to Music Education, pp.60-85]
In this chapter, Campbell takes a look at a few different things. One of them is comparing the similarities and differences of logical and localized systems of standards. Campbell also takes a look at the use of curriculum planning of music education around the world. The countries she looks at include: Argentina, Australia, Brazil, China, France, Hungary, Japan, South Africa, The United Kingdom and North America (United States and Canada).
The only connections I have to curriculum planning is that watching my Mom plan lessons in her class. I have seen her refer to the National Standards of Music Education. I have seen education in my overseas travels as well.
I don't see any necessary agree or disagreeing point on the article. I could see myself in the future using this article as a reference tool if I go back to graduate school or something else.
Thursday, February 10, 2011
Bb Readings (Marzano)
Pat Tregoning
MUS 23241
2-10-11
[Marzano, Robert, Jana, 2003-2004, The key to classroom management, Educational Leadership, pp.2-7]
In this articles, the Marzanos talk about the keys to effective classroom management through research methods and other things like analyzing different types of special behavior children. They analyze the different behaviors, also look at things like establishing student-teacher relationships.
I do not have any relation to this topic because I have not underwent any experience in teaching in the classroom or working with students of different grade levels yet.
I did not see any neccessary agreement or disagreement with this article. I see myself as using this for research later on if I choose to research at risk behaviorial kids and also to better my skills at establishing classroom relationships.
MUS 23241
2-10-11
[Marzano, Robert, Jana, 2003-2004, The key to classroom management, Educational Leadership, pp.2-7]
In this articles, the Marzanos talk about the keys to effective classroom management through research methods and other things like analyzing different types of special behavior children. They analyze the different behaviors, also look at things like establishing student-teacher relationships.
I do not have any relation to this topic because I have not underwent any experience in teaching in the classroom or working with students of different grade levels yet.
I did not see any neccessary agreement or disagreement with this article. I see myself as using this for research later on if I choose to research at risk behaviorial kids and also to better my skills at establishing classroom relationships.
Bb Readings (Manfredo)
Pat Tregoning
MUS 23241
2-10-11
[Manfredo, Joseph., November 2006, Effective time management in ensemble rehearsals, Music Educators Journal pp.42-46]
In this article, Manfredo talks about ways that you can set your rehearsals up to effectively manage your time. He also mentions how key the importance of pacing is in your ensemble's daily rehearsal. He also talks about common problems in our schools that ensembles face, that which is a lack of rehearsal time. He describes the key for creating good pacing and timing is through the job of planning out approximate time needed for each section of rehearsal.
I have yet to have the opportunity to "run" a large ensemble rehearsal so I have yet to experience it through that point. I have however experienced it through my TE1 and 2 both last semester and vastly approaching it again this semester. I remember the pacing of the time in my lesson was the toughest factor to work with in my lessons.
I agree with some of the ideas Manfredo talks about as well as his belief on the importance of pacing out your rehearsals. I plan to use this article not only in my TE's but also in the future when I begin teaching.
MUS 23241
2-10-11
[Manfredo, Joseph., November 2006, Effective time management in ensemble rehearsals, Music Educators Journal pp.42-46]
In this article, Manfredo talks about ways that you can set your rehearsals up to effectively manage your time. He also mentions how key the importance of pacing is in your ensemble's daily rehearsal. He also talks about common problems in our schools that ensembles face, that which is a lack of rehearsal time. He describes the key for creating good pacing and timing is through the job of planning out approximate time needed for each section of rehearsal.
I have yet to have the opportunity to "run" a large ensemble rehearsal so I have yet to experience it through that point. I have however experienced it through my TE1 and 2 both last semester and vastly approaching it again this semester. I remember the pacing of the time in my lesson was the toughest factor to work with in my lessons.
I agree with some of the ideas Manfredo talks about as well as his belief on the importance of pacing out your rehearsals. I plan to use this article not only in my TE's but also in the future when I begin teaching.
Bb Readings (Bauer)
Pat Tregoning
MUS 23241
2-10-11
[Bauer, Dr. William, May 2001, Classroom Management of ensembles, Music Educators Journal, pp.27-32]
In this article, Dr. Bauer talks about (quite simply) ways to keep Classroom Management of ensembles and ways and means to help make these better. He gives ideas based off his own experience like becoming a proactive educator. He also gives other techniques to help institute good classroom management during rehearsals with your ensembles.
The closest I remember with these techniques he mentioned is from my experience in instrumental ensembles in both High School and here at Kent State. All my directors use at least a couple of these in their daily rehearsals. I am very familiar with these.
I personally agree with the techniques that he uses. I plan to use these techniques when I run ensembles later on when I begin teaching/when I run sectionals here at Kent State as well. I plan to hang on to this article for use later on.
MUS 23241
2-10-11
[Bauer, Dr. William, May 2001, Classroom Management of ensembles, Music Educators Journal, pp.27-32]
In this article, Dr. Bauer talks about (quite simply) ways to keep Classroom Management of ensembles and ways and means to help make these better. He gives ideas based off his own experience like becoming a proactive educator. He also gives other techniques to help institute good classroom management during rehearsals with your ensembles.
The closest I remember with these techniques he mentioned is from my experience in instrumental ensembles in both High School and here at Kent State. All my directors use at least a couple of these in their daily rehearsals. I am very familiar with these.
I personally agree with the techniques that he uses. I plan to use these techniques when I run ensembles later on when I begin teaching/when I run sectionals here at Kent State as well. I plan to hang on to this article for use later on.
Thursday, February 3, 2011
Bb Readings (Doty)
Pat Tregoning
MUS 23241
2-17-11
[Doty, Amy, November, 2004, Using the Ohio standards: Easier then you may think, TRIAD, pp.45-46]
This short article talked about the (at that time) recent release of the Ohio Academic Content Standards for K-12 Fine Arts. The article provides respective links to where the reader can print and/or download their own copy. Amy Doty also brings up how the "disciplines are unified through five common standards that express what students should know and be able to do in the arts as a result of comprehensive K-12 curriculum." The five are: Historical, cultural and social contexts. Creative expression and communication, analyzing and responding, valuing the arts/aesthetic reflection and finally Connections, relationships and applications. The author also goes into detail about each standard in this article.
I personally again as previously posted, have no prior experience with the standards, other then what I have seen occur with my mother when I have seen her flipping through pages and that she would constantly refer back to the standards both on the national and state level when she is working with her course of study for the arts in her school district that she works in.
I believe that there isn't really a necessary side to choose with this article (agree, disagree etc.) because I see this article as more of a helpful handout for both beginning teachers who don't know much about the standards as well as students who are pursuing the goal of becoming a music educator (Hey, that's me!) that the students can use this to help them better understand how the State of Ohio Fine Arts academic content standards actually work.
MUS 23241
2-17-11
[Doty, Amy, November, 2004, Using the Ohio standards: Easier then you may think, TRIAD, pp.45-46]
This short article talked about the (at that time) recent release of the Ohio Academic Content Standards for K-12 Fine Arts. The article provides respective links to where the reader can print and/or download their own copy. Amy Doty also brings up how the "disciplines are unified through five common standards that express what students should know and be able to do in the arts as a result of comprehensive K-12 curriculum." The five are: Historical, cultural and social contexts. Creative expression and communication, analyzing and responding, valuing the arts/aesthetic reflection and finally Connections, relationships and applications. The author also goes into detail about each standard in this article.
I personally again as previously posted, have no prior experience with the standards, other then what I have seen occur with my mother when I have seen her flipping through pages and that she would constantly refer back to the standards both on the national and state level when she is working with her course of study for the arts in her school district that she works in.
I believe that there isn't really a necessary side to choose with this article (agree, disagree etc.) because I see this article as more of a helpful handout for both beginning teachers who don't know much about the standards as well as students who are pursuing the goal of becoming a music educator (Hey, that's me!) that the students can use this to help them better understand how the State of Ohio Fine Arts academic content standards actually work.
Bb Reactions (Hayslett)
Pat Tregoning
MUS 23241
2-17-11
[Hayslett, Dennis J, n.d., Applying the National Standards in School Band Programs, pp.26]
In this article, Dr. Hayslett talked about the different ways the national standards for music education can be applied with in the school band program setting and he also goes on to provide extra detail with example lessons that he would consider using at times. A particular example he puts is regarding beginning/intermediate students for standard 5 (Reading and Notating Music) where the director claps but does not chant nor count the rhythm of a particular exercise. Then the students would count this rhythm back in turn to help establish solid ear-training ability.
I personally have not had any experience with planning lessons fitting into the national standards right now but I know I will eventually down the road when I start my teaching career in the field of music, whether it'd be instrumental, vocal or general music, who knows. I have seen some lessons that my Mom has taught to her elementary students where I could see the standards fitting in. I have also done field observations where I decided what standards that instructor used in their lesson to their kids.
I think this is a great article and I agree with it totally! This article is a good tool for teachers whether they be beginning teachers who are struggling with planning lessons and they are struggling with them fitting the standards or a mentor helping a younger teacher. I will definitely see myself using this article as a reference guide for myself when I enter the "profession" of being a music teacher.
MUS 23241
2-17-11
[Hayslett, Dennis J, n.d., Applying the National Standards in School Band Programs, pp.26]
In this article, Dr. Hayslett talked about the different ways the national standards for music education can be applied with in the school band program setting and he also goes on to provide extra detail with example lessons that he would consider using at times. A particular example he puts is regarding beginning/intermediate students for standard 5 (Reading and Notating Music) where the director claps but does not chant nor count the rhythm of a particular exercise. Then the students would count this rhythm back in turn to help establish solid ear-training ability.
I personally have not had any experience with planning lessons fitting into the national standards right now but I know I will eventually down the road when I start my teaching career in the field of music, whether it'd be instrumental, vocal or general music, who knows. I have seen some lessons that my Mom has taught to her elementary students where I could see the standards fitting in. I have also done field observations where I decided what standards that instructor used in their lesson to their kids.
I think this is a great article and I agree with it totally! This article is a good tool for teachers whether they be beginning teachers who are struggling with planning lessons and they are struggling with them fitting the standards or a mentor helping a younger teacher. I will definitely see myself using this article as a reference guide for myself when I enter the "profession" of being a music teacher.
Bb Readings (History of the National Standards)
Pat Tregoning
MUS 23241
2-17-11
[Unsure of how to properly citate this]
This article discussed the history of the national standards for arts education and other details regarding them such as project organization, format of document, consensus building as well as implementation of these standards. The article took each sub section and went into detail regarding exactly how each worked with the national standards.
I personally have no closely connected experiences with the national standards except I have witnessed my mother who is a music teacher scrambling through pages when outlining the course of study for the arts in her school district. I personally before this year have always been somewhat confused by the national standards and how they work/how they are applied, why some use them and some don't etc.
I don't think there is necessarily a certain way that I could either agree or disagree on this article. I saw this article as more of a handout. I think this article however can be used a reference guide I can keep regarding the National standards and it can be handy if I ever need to look back to it for any questions.
MUS 23241
2-17-11
[Unsure of how to properly citate this]
This article discussed the history of the national standards for arts education and other details regarding them such as project organization, format of document, consensus building as well as implementation of these standards. The article took each sub section and went into detail regarding exactly how each worked with the national standards.
I personally have no closely connected experiences with the national standards except I have witnessed my mother who is a music teacher scrambling through pages when outlining the course of study for the arts in her school district. I personally before this year have always been somewhat confused by the national standards and how they work/how they are applied, why some use them and some don't etc.
I don't think there is necessarily a certain way that I could either agree or disagree on this article. I saw this article as more of a handout. I think this article however can be used a reference guide I can keep regarding the National standards and it can be handy if I ever need to look back to it for any questions.
Bb Readings (Kantorski)
Pat Tregoning
MUS 23241
2-10-11
[Kantorski, Vincent, 2/12/2007,Becoming an effective classroom manager , TRIAD, pp.58-59]
This article by Dr. Kantorski, professor of music education at Bowling Green State Univ. talked about the different goals in his philosophy of ways of being an effective classroom manager. These 6 points included: "Impress students with your musicianship", "Make Students responsible for their behavior", "Maintain excellent instructional pacing", "Establish a routine in your music class or rehearsal", "As much as possible, give instructions one time only", and "Decide what to ignore". In each of the six sub-sections, he goes into detail that support his belief on how each of these points can help you become a effective and successful classroom manager.
I have often heard these points mentioned before from numerous educators such as my mother and even Mr. Lenzo, whom I observed at Tallmadge schools for middle school band. In particular, my mom has always credited her strong classroom management to doing some of these points such as deciding what to ignore and establishing a routine. I have noticed that all of the teachers I have observed in my field observations this year have all displayed strong skills of developing routines.
I agree with this article. I have noticed that teachers I observed that have good classroom management all focus on as many of these goals as they can. I think if I work towards getting a job and entering the profession, I will use these points to establish effective classroom management.
MUS 23241
2-10-11
[Kantorski, Vincent, 2/12/2007,Becoming an effective classroom manager , TRIAD, pp.58-59]
This article by Dr. Kantorski, professor of music education at Bowling Green State Univ. talked about the different goals in his philosophy of ways of being an effective classroom manager. These 6 points included: "Impress students with your musicianship", "Make Students responsible for their behavior", "Maintain excellent instructional pacing", "Establish a routine in your music class or rehearsal", "As much as possible, give instructions one time only", and "Decide what to ignore". In each of the six sub-sections, he goes into detail that support his belief on how each of these points can help you become a effective and successful classroom manager.
I have often heard these points mentioned before from numerous educators such as my mother and even Mr. Lenzo, whom I observed at Tallmadge schools for middle school band. In particular, my mom has always credited her strong classroom management to doing some of these points such as deciding what to ignore and establishing a routine. I have noticed that all of the teachers I have observed in my field observations this year have all displayed strong skills of developing routines.
I agree with this article. I have noticed that teachers I observed that have good classroom management all focus on as many of these goals as they can. I think if I work towards getting a job and entering the profession, I will use these points to establish effective classroom management.
Tuesday, February 1, 2011
Bb Readings (Adamson)
Pat Tregoning
MUS 23241
2-1-11
[Adamson, David N., December 2006, The business side of OMEA, TRIAD, pp.62-64]
Talking about Adamson again, this time in an article in TRIAD, he talks about a different side of the OMEA Conference. He talks about the business aspect of this conference. One point he makes is comparing the conference to "a circle of fifths" in the fact that the conference acts as an "inter-relationship" for the other educators. He also talks about things like the fact that make sure you visit the exhibit hall and exchange business cards often.
I have personal connections to the OMEA conference, like I said in my previous post. I have wondered before about the business aspects of what necessarily goes into the conference. I could use this a reference tool later on in my teaching career.
I only found one available point to agree on in this article, that being the "circle of fifths" comparison. I never looked at the conference in that perspective and I agree with it now that I think about it.
MUS 23241
2-1-11
[Adamson, David N., December 2006, The business side of OMEA, TRIAD, pp.62-64]
Talking about Adamson again, this time in an article in TRIAD, he talks about a different side of the OMEA Conference. He talks about the business aspect of this conference. One point he makes is comparing the conference to "a circle of fifths" in the fact that the conference acts as an "inter-relationship" for the other educators. He also talks about things like the fact that make sure you visit the exhibit hall and exchange business cards often.
I have personal connections to the OMEA conference, like I said in my previous post. I have wondered before about the business aspects of what necessarily goes into the conference. I could use this a reference tool later on in my teaching career.
I only found one available point to agree on in this article, that being the "circle of fifths" comparison. I never looked at the conference in that perspective and I agree with it now that I think about it.
Bb Readings (Adamson)
Pat Tregoning
MUS 23241
2-1-11
[Adamson, David N., Looking for the wow factor in the OMEA Conference Exhibit Hall, TRIAD, pp.28-29]
In this article, Adamson offers a list of "points which can be used to better utilize the offerings available to you at the exhibit hall." He gives hints like making sure you refer back to the issue of TRIAD that talks about the upcoming conference before going and consulting the conference program book for the schedule of Industry Showcases etc. He also talks about other tips when it comes to using your time in the exhibit hall to the best of your ability like planning ahead on what exactly you will need both at the present time and even into the future as well.
I have personal connections to what Adamson says from my past experience of being in attendance at OMEA Conference. I have made numerous trips in my memory to the exhibit hall but I never really took the ideas Adamson presented and used them to my advantage when I would be at the conference. I definitely plan on thinking about these ideas next time I go to the conference.
I agree with some of the ideas/tips Adamson offers the reader in this article. I personally will use these ideas he offers next time I attend the conference and I will recommend this article to any first time visitor to the OMEA Conference.
MUS 23241
2-1-11
[Adamson, David N., Looking for the wow factor in the OMEA Conference Exhibit Hall, TRIAD, pp.28-29]
In this article, Adamson offers a list of "points which can be used to better utilize the offerings available to you at the exhibit hall." He gives hints like making sure you refer back to the issue of TRIAD that talks about the upcoming conference before going and consulting the conference program book for the schedule of Industry Showcases etc. He also talks about other tips when it comes to using your time in the exhibit hall to the best of your ability like planning ahead on what exactly you will need both at the present time and even into the future as well.
I have personal connections to what Adamson says from my past experience of being in attendance at OMEA Conference. I have made numerous trips in my memory to the exhibit hall but I never really took the ideas Adamson presented and used them to my advantage when I would be at the conference. I definitely plan on thinking about these ideas next time I go to the conference.
I agree with some of the ideas/tips Adamson offers the reader in this article. I personally will use these ideas he offers next time I attend the conference and I will recommend this article to any first time visitor to the OMEA Conference.
Subscribe to:
Comments (Atom)