"Let's Keep the Beat": Unit Reflection
Unit Reflection
There are many different styles of music such as classical, jazz, blues, rock, folk, and hip hop. Each genre contains many sub groups, for instance, classical music is a term that incorporates many different time periods in musical history. Each time period employs its own musical ideas and theories. In order to effectively teach the complexities of music, teachers must go beyond just listening and singing songs, they must teach the basics of rhythm, melody, harmony and structure. This paper presents five lessons designed to help students begin to make a connection between the music they hear every day and the language of written music. In order to make this connection and build a solid foundation for music appreciation throughout life music teachers must determine the most effective strategies for the transfer of knowledge and create lessons that engage students in an optimum learning environment. There are many different theories of learning available for teachers to put into practice; however the ideas and concepts of Howard Gardner’s theory of multiple intelligence are the main focus of this unit. This reflection will attempt to answer two key questions. First, why is multiple intelligence an effective strategy to use when teaching students music? And how can the incorporation of MI theories in music bridge a gap between the general music classroom, the regular classroom and other academic areas? The five lessons provided are designed to involve first grade students in musical activities that incorporate the following intelligences: bodily kinesthetic, naturalist intelligence, logical mathematical, musical intelligence and linguistic intelligence. Multiple intelligence, in essence, is a talent that a person has and excels in. Howard Gardner defines this talent or intelligence as “the ability to solve problems or to fashion products that are valued in one or more cultural settings” (The Development and Education of the Mind pg 48). Multiple intelligence provides the students with a means to develop their own intelligence and it enables them to solve problems and create products. Addressing the Learner: Why does multiple intelligence work? It works because it provides a diverse curriculum, promotes an in depth understanding, provides the students with the tools necessary to solve problems encountered in the future and develops, in students, their creative minds. Rene Diaz-Lefebvre states in her article Multiple Intelligence, Learning for Understanding, and Creative Assessment: Some Pieces to the Puzzle of Learning, “Incorporating multiple intelligence theory across the curriculum, provided students with a variety of creative, imaginative learning options.” “Students become miniexperts and co facilitators of learning as they gave “performances of understanding” of the academics studied.” (Pg1) It is important that students receive an accurate representation and hands on experimentation that incorporates their minds and bodies. The study of music provides both representations and experimentation for the student; it allows students to become owners of the material. This in turn fosters knowledge transfer and understanding. Multiple intelligence also provides motivation for students to succeed. Richard E. Mayer defines motivation as “an internal state that initiates and maintains goal-directed behavior.” Learning and Instruction pg 494. There are two types of motivation, external and intrinsic. Multiple intelligence utilizes intrinsic motivation by tapping into student’s interests and abilities and promotes cognitive learning which is the acquisition of knowledge and skills. It also supports external motivation by providing opportunities for positive reinforcement and rewards, (i.e. audience appreciation in the form of attendance and clapping) when a performance is viewed by teachers, family and friends. Branton Shearer futhers this idea when he says in his article Multiple Intelligence Theory After 2o Years that “One promise of multiple intelligence theory in schools is that the unique intellectual profiles of all students will be recognized, supported and developed”. (pg11).
How can multiple intelligence, used in the music classroom, support the regular classroom themes? As a music teacher I have observed and discussed with other teachers the ability of students to take what they have learned in music and bring it with them as the continues their daily education. For instance, the study of rhythm promotes addition, subtraction and the concept of patterns. This promotes cognitive learning, which is creating mental representations of physical objects and events and other forms of processing. In doing so students can visualize answers, asked by classroom teachers, in a musical context thus using their new music knowledge to solve problems.
In conclusion, the study and implementation of learning theories is a vast subject that can be compared to a road map where many roads can lead to a common destination. Music teachers can draw the same conclusions in their field as they strive to make connections from their classroom to other subject areas. Multiple intelligence highlights the importance of a multi faceted approach to teaching that challenges the one dimensional teaching style that relies on memorization of facts and dates. Multiple intelligence involves a complete educational experience that fosters cognitive learning and takes advantage of the students motivation, interest and creativeness.
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