Deciding For or Deciding With: Student Involvement in Repertoire Selection

2021 ◽  
Vol 107 (4) ◽  
pp. 28-34
Author(s):  
Matthew Rotjan
Keyword(s):  
Student Involvement ◽  
Music Educators ◽  
Inclusive Practice ◽  
Teacher Student ◽  
Repertoire Selection ◽  
Student Dialogue

When music educators discuss repertoire, they often discuss what pieces to perform and when in the year to perform them. In this article, I ask, “ Who should choose the music for ensemble study, and how should it be chosen?” I share a rationale for why music educators might include students in ensemble repertoire selection and several ways they might open the repertoire so their students can contribute to the process. Based on my interest in how teacher–student dialogue can occur in this process, I draw from conversations I had with six orchestra teachers and twenty-seven of their students. The approaches presented here come from my interviews with these six teachers, from others with whom I have since collaborated, and from my own experience as an educator. Music educators may find these approaches useful for discussion, study, and implementation of more inclusive practice.

scholarly journals Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?

2019 ◽  
Vol 28 (4-5) ◽  
pp. 462-512 ◽  
Author(s):  
Christine Howe ◽  
Sara Hennessy ◽  
Neil Mercer ◽  
Maria Vrikki ◽  
Lisa Wheatley
Keyword(s):  
Student Outcomes ◽  
Classroom Teaching ◽  
Teacher Student ◽  
Student Dialogue

Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom

2017 ◽  
Vol 40 (4) ◽  
Author(s):  
Li Danli
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Learner Autonomy ◽  
Negotiation Of Meaning ◽  
Pedagogical Tool ◽  
Teacher Student ◽  
Student Dialogue ◽  
Chinese Teacher

AbstractBased upon sociocultural theory, this study investigates the dynamics of the teacher’s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom. The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher’s retrospection from an interview illustrated the teacher’s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other-regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher’s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.

scholarly journals PENGARUH KETERLIBATAN GURU-SISWA DALAM MENULIS KARANGAN EKSPOSISI MENGGUNAKAN MODEL EXPERIENTIAL LEARNING DI SMA NEGERI 2 INDRAMAYU

2020 ◽  
Vol 5 (2) ◽  
pp. 204-221
Author(s):  
Embang Logita ◽  
Nana Triana Winata
Keyword(s):  
Experiential Learning ◽  
Student Involvement ◽  
Active Role ◽  
Learning Models ◽  
Final Project ◽  
Teacher Student ◽  
Methods And Techniques ◽  
The Subject ◽  
Use Of Models

In learning expositional text, there is material to identify, compile, analyze, and produce. Producing as a final project of learning exposition text because in producing students are able to think critically and student are considered to have mastered the material about identifiying, compiling and analyzing. Producing in exposition text materian in the form of writing. The use of models, methods and techniques in learnin exposition text is very important to help students more easily understand the subject conveyed by the teacher. The use of experiential learning in the learning process is an effort to develop and build student’klowlegde through their experiences. Teacher-student involvement through an experiential learning models based on student intelligence to improve skills in producing exposition text is a models that involves the active role of student by writing down their own ideas based on the experiences of student who vary according to their reseptive intellegences so that each student in producing exposition text will be varied so that this learning models is expected to help student develop or improve wrting skill especially in producing text.   Keyword: exposition text, experiential learning, teacher-student involvement  

Musical local lore as a resource for patriotic education in the professional instrumental training class

2020 ◽  
pp. 93-103
Author(s):  
Marionella Y. Dolgushina
Keyword(s):  
Cultural Symbols ◽  
Instrumental Training ◽  
Teacher Student ◽  
Student Dialogue ◽  
Training Class ◽  
Main Technique ◽  
Patriotic Education ◽  
German Philosopher ◽  
Definition Of ◽  
Selection Of

We consider the aspect of students’ patriotic education in the professional instrumental training class on the basis of a selection of the most relevant for the pedagogical process meaning of the concept “patriotism” and the use of information from the field of musical local lore. The need to include in the pedagogical process intellectual conversations on patriotism as a subject of philosophy, political science is justified by a brief analysis of the existence in the Russian cultural environment of a popular quote from the heritage of S. Johnson. The concept of “patriotism” is comprehended in accordance with the definition of the German philosopher M. Merton, as well as in accordance with the works of I. Vernadsky, B. Chicherin and others. The main thesis being proved is that patriotism is not only a goal, but also a mean of education. The declared pedagogical position is based on the experience of patriotic education in domestic pedagogy, presented by the works of K.D. Ushinsky, V.P. Vakhterov, N.A. Korf, N.I. Pirogov, L.N. Tolstoy, P.P. Blonsky, P.F. Kapterev and others. Intellectualization in the “teacher-student” dialogue space is used as the main technique for the implementation of patriotic education. A selection of works recommended for inclusion in the repertoire of an instrumental musician is presented. The theoretical attitude is confirmed by examples of musicians’ works, whose names are cultural symbols of the Tambov Region: A.N. Verstovsky, S.V. Rachmaninov, F.I. Chaliapin, V.I. Agapkin, I.A. Shatrov. Particular emphasis is placed on the theme of the Great Patriotic War in the work of the modern Tambov composer – O.I. Egorova.

The Effects of Writing in a Reader-Based and Text-Based Mode on Students' Understanding of Two Short Stories

1989 ◽  
Vol 21 (1) ◽  
pp. 37-57 ◽  
Author(s):  
George E. Newell ◽  
Karen Suszynski ◽  
Ruth Weingart
Keyword(s):  
Short Stories ◽  
Literary Text ◽  
Syntactic Complexity ◽  
Personal Writing ◽  
Teacher Student ◽  
10Th Grade ◽  
Student Dialogue

This study examined how personal versus formal writing tasks affect what students take from literary text. The writing samples produced by sixty-five 10th-grade students in response to two short stories were analyzed for quality of response, audience, function, syntactic complexity, fluency, and types of response statements. Findings indicated that the reader-based or personal writing tasks enabled the students to produce qualitatively more effective responses that tended to be more fluent and constructed with a wider range of response statements. A shift in audience from teacher-as-examiner to teacher-student dialogue in the personal writing indicated a tentativeness that permitted the students to invite their reader into their explorations of the short stories.

“I Dream a World”: Inclusivity in Choral Music Education

2017 ◽  
Vol 104 (2) ◽  
pp. 38-44
Author(s):  
Rhonda Fuelberth ◽  
Christy Todd
Keyword(s):  
Music Education ◽  
Choral Music ◽  
Universal Design For Learning ◽  
Music Educators ◽  
Choral Music Education ◽  
Inclusive Practice ◽  
Barriers To Access ◽  
Music Standards ◽  
Design For Learning ◽  
Choral Programs

This article explores how choral music educators can facilitate access to meaningful music experiences for all students in their schools. In a changing landscape that honors equity and diversity, music education environments must also change to align with these values. To provide the optimal environment for successful inclusive practice, choral music educators should evaluate barriers to access in terms of scheduling, reconsider current curricular offerings, and imagine new solutions that support music learning for all students. Instead of structuring choral programs around traditional choral concerts and adjudications, directors can use the 2014 Music Standards and the framework of Universal Design for Learning to drive classroom content and acquire the flexibility needed to build inclusive classrooms.

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