“If I could flip it a little bit and empower the kids and you know, intrinsically motivate them … So the idea of shifting just a little bit of your thinking to you know, giving the kids a little bit more of the ownership of the learning. If we give them autonomy, mastery, and purpose… that’s where they are intrinsically motivated and ready to you know take on their learning.”
“We had something that I call the cup of doom, where we put all the kids names on the popsicle stick. I would alternate the test one week we would go Alphabetically you know by last name A to Z and then the next, it was random. But the kids they would start chanting ‘Cup of Doom! Cup of Doom!’, like they couldn’t wait to take the playing tests!”
Today, in my classes, we will be playing music and sending love, as we always do. But today, we will be directing our love to the families and victims in Orlando. I urge you today to do what you can in your own lives to send love, to show your support to those who need it, and to fill the world with music, love, and pride.
Ever since learning about Critical Pedagogy, I have done everything I could do put it into practice. Let me tell you… The results have been out of this world…
And it’s not really that we have perfected all of the notes and rhythms… Because there are definitely still some rough passages… But, there has been a culture shift in my program and it is really coming to light as we prepare for our concert.
The third school that really struck me was the most frustrating. It was a group of students from a poor school. So many of their issues had to do with crummy instruments, an unfortunate lacking of a bass player, and just poor circumstances. This was really ugly and frustrating. And so… I decided to write about it…
They listened to me! All of these years, they have been listening and are communicating a story without my help. It was perhaps the most beautiful thing I have experienced as an educator.
if issues have not been resolved by the time I get them, it can be incredibly frustrating for both myself and the student if I am constantly nagging them about their issues. Here are a few things that have helped me in the past
The emphasis on performance did quite a number on me, to the point that I still have insecurities about my own abilities on my instruments.
Listen to the clip once more and this time, point out the times that sounds came into the scene. Ask students to guess what those sounds were. Stop and start the clip as often as you like so that students are refining their observations each time. They may discuss with their team and with the class (10 minutes)
Now, show them the clip with sound. Write down any sounds that they may have missed.