This post summarizes Chapter 1 and Chapter 4 of Hammel, HIckox, and Hourigan's book, Winding It Back: Teaching to Individual Differences in Music Classroom and Ensemble settings and provides application for discussion based on this text. Hammel, A. M., & Hourigan, R. A. (2016). Winding it back: A framework for inclusive music education. In A. M. Hammel, R. A. Hickox, & R. M. Hourigan (Eds.), Winding It back: Teaching to individual differences in music classroom and ensemble settings (pp. 1-14). New York: Oxford University. Summary The term "winding it back" is a process that a teacher can use where they change the skill level requirements of the objective to one that is more attainable and meets the individual needs of the learner. Winding it back is important because it allows students to feel successful and safe to explore music in a classroom environment. It provides them multiple learning access points and meets their individual needs, helping them feel competent and constantly challenged in a way that is best suited for their learning. As a general music teacher, winding it back is extremely beneficial for my practice because students of all different musical backgrounds will be in the same music classroom. I cannot treat a 3rd grade class at a "3rd grade level" of music competency because some students will be further than that and some may not be as skilled. This allows me to meet the individual's learning needs and constantly keep all students engaged in the musical activity at hand. Application Questions
Russell, H. A., & Hickox, R. Y. (2016). Using movement to foster creativity and deepen musical understanding. In A. M. Hammel, R. A. Hickox, & R. M. Hourigan (Eds.), Winding It back: Teaching to individual differences in music classroom and ensemble settings (pp. 85-106). New York: Oxford University.
Summary This chapter emphasizes movement as a means to demonstrate and strengthen musical understanding, and helps foster musical creativity. The chapter then provides examples of activities to do this in a elementary or secondary setting. It also explains how to create a safe classroom environment where students feel free to do whatever movement they feel represents the music. This is important because students should be using multiple means, such as kinesthetic learning, to reinforce the musical concepts they already know or to explore new ones and then label them as a result of their movement. As a general music teacher, movement would allow students to physically engage with music and develop motor skills outside and potentially inside a music setting. It would also be an easy means to differentiate learning for students because they have the choice of what movements they would like to use. Application Questions
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Davina MiawOn this page, I will present examples of my scholarship in the form of reflective essays and philosophical assignments. Archives
November 2019
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