The art of teaching is constantly evolving, never standing still. If, as teachers, we think for a second that repeating what came before is effective, we have fallen behind. New techniques and strategies must constantly be tested to find more effective ways of teaching and learning. Generally, students are considered the “learners” within the classroom, but the teacher is constantly learning as well. Even after teaching for decades, instructors make observations about their teaching and adjust to better fit the needs of a changing classroom. This is how the cycle of education should be, an ongoing development of content and delivery that meets the needs of an evolving classroom.
Often, we teach as we are taught, maintaining a familiar cycle that clashes with the changing world around us. This can greatly influence the effectiveness of an educational environment. I see teaching and learning as a continuous, developmental process where reflection is crucial. Those who do not adjust to the changes taking place around them through proper reflection of experiences never grow as teachers. It is through new experiences from exploration and risk taking that teachers begin to grow and develop new strategies for improving their own effectiveness. It is important to be vulnerable as a teacher and to set aside any concerns connected to “self”. Concerns of “self” inhibit a teacher’s growth and ultimately the growth of the student.
In the teaching and learning of music, the main obstacles include maintaining relevancy, accessibility, and presenting subject matter geared toward student interest. Connecting students with subject matter during lessons and classroom teaching can be a challenge, one which I constantly work to improve with all my students. I believe in providing experiences that engage and challenge students constantly, while also focusing on each student individually, considering their previous experiences and diverse backgrounds.
As a teacher, both in lessons and classroom teaching, I concentrate on helping students develop in several important ways. I give students the opportunity to learn how to be their own best teachers, ultimately phasing out my teaching and guidance so that one day they can be independent learners and thinkers. In part, this is achieved through the development of strategies for individual improvement. Students are expected to do their best, always aiming for excellence in academics and performance. I also strive to help students be mindful and considerate, so that they will approach their work with focus and intent. Lastly, I work to help students establish a life-long connection with music which they can then share with the community around them as they become teachers, performers, and scholars themselves.
Student success is much higher when students are engaged in their learning and develop a sense of ownership. One way to engage students is by letting their interests influence the content of the class or lesson. In private lessons, there are non-negotiable foundational exercises and rudiments that must be learned, but etudes, repertoire, and advanced techniques can be chosen through a student’s exploration and discovery. This type of learning exposes students to a wide variety of musical experiences that create opportunities otherwise missed by a “traditional” approach.
As a student of teaching and learning myself, I am constantly developing and experimenting with new ways to enhance student progress and learning. “Flipping the Classroom” has become a defining factor for the framework of my aural skills four semester curriculum. Students are exposed to information prior to class, giving them an overview of the subject. This creates more time for the students to discover, practice, and create while I provide “live” feedback during the class. I have seen this greatly increase student progress because of its interactive nature. The use of technology in the classroom has taken center-stage as well. In my low brass methods class, students use recordings of their playing to identify areas of focus for improvement. This is done electronically outside of class so that students have more time in class to ask questions and explore solutions. The classroom is never dominated by lecture and instead looks like a workshop with involvement from the entire class.
Through the use of alternative methods and new teaching processes, I hope to connect students to musical topics in meaningful and inspiring ways, ultimately improving their educational experience. Such an arrangement of student driven presentation and engagement where content remains relevant forms the perfect educational setting. This becomes a catalyst for the development of new relationships between students and content and results in the formation of an empowered, well-rounded student who actively engages with the surrounding community and world, unafraid to experiment and take risks.