I loved these last three chapters of Green’s book because it was easy to grasp and agree with the conclusions on group cooperation and student enjoyment she had formed based on her data collected. At first, I returned to my skeptical thinking about the effectiveness of informal learning and students being given absolute free reign of their music making experience. I could not conceive of how with all that freedom students could truly be productive all the time. However, Green addressed this with the teachers’ comments and her own conclusions that there was some “mucking” around, but in the end, students were able to take initiative and stay on task because they had circumstantial autonomy. The students might not have always sounded organized, but their playing and noodling around was a fundamental part of the learning experience that is sometimes forgotten about.
I was extremely interested in Chapter 7 of the book where informal learning was done with classical music. I shared similar expectations with the teachers and was also surprised when the students grew and enjoyed the project more than thought possible. It was interesting to see how my ideas need to be adjusted. For example, differentiation in the classroom may not mean creating different levels of difficulty for activities; instead, it could be differentiation by outcome like Green mentions. Also, students who may seem uninterested in the topic may actually be the ones who are most musically skilled, but they are just daunted by the task at first glance because the musical meanings are so far beyond their realm of interest. Comments are closed.
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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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