Teaching Creatively and Teaching for Creativity
Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Education Policy Review, 111(2), 48-50.
One thing that stood out to me in this article was the title, Teaching Creatively and Teaching for Creativity. The title was intriguing to me and it really worked my brain to think about what this article could be about. I broke the title into two parts to analysis it, but, initially teaching creatively is an educator having a creative mind set when teaching their lessons or activities planned for the learners to do. To me, teaching for creativity means an educator is teaching their students who then use that knowledge that was just learned and is now applying it into something creative. It is really difficult to teach someone to be creative. It is something that is within you. That makes me question the idea of who is right and who is wrong then. We all have our own definitions of being creative but does that mean my creative ideas are better than someone else’s. In a classroom setting the students could question their own creativity and think that because my idea is different than yours then I am wrong. There is nothing wrong with having a different idea from someone else. This makes you different and more unique as an individual. In the music industry people are trying to think of new music all the time. It is all about the creative process that allow musicians to go pass all the genres and ideas that are already out there and creative something brand new. This makes things harder for artists to come up with something new because everything is already out there, but, being different is a trend that will always stick by society and all around the world more and more people are appreciating these new ideas of creativity.
There are all sorts of ways students can be creative but they aren’t the only ones in the class that use creativity in their everyday lives. Teachers have to be creative too. When a student doesn’t understand a certain topic learned in class, it is the teachers job to come up with something creative, new and different in order for the student to fully understand the concept. Being creative allows students and teachers to go outside the box with their everyday rituals. It innovates them to push themselves out of their comfort zone. Creativity is like trial and error. Your minds goes on a ran page of ideas getting thrown out there and you don’t know if this idea can be turned into something amazing, unless it was tried out. Some ideas can become phenomenal ideas and some don’t always work out. The idea not working out, may motivate students to continue to progress in being creativity; which allows their brain to develop. Being creative uses a different part of your brain, then if you were thinking about math or science, but, then again you can still be creative in those subjects as well. “Teaching creatively at any level can keep us interested in our teaching and keep the attention of our students”.
You can be creative when thinking of ways to remember things. This is something I did a lot in high school and I am still doing in University. It is the best way for me to remember things especially if there is a lot to memorize. In the article, it used the example for staccato. There are different ways of describing the word staccato, but, examples are popcorn popping, sounds choppy like cutting an onion, or walking foot on hot pavement. This is an example of being creative without even noticing it. I find that students over think when they are forced to be creative. Having those words to describe staccato was being creative but in a different way. There are all different forms of being creative which makes the idea of being creative such a cool topic to write on as an article.
Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Education Policy Review, 111(2), 48-50.
One thing that stood out to me in this article was the title, Teaching Creatively and Teaching for Creativity. The title was intriguing to me and it really worked my brain to think about what this article could be about. I broke the title into two parts to analysis it, but, initially teaching creatively is an educator having a creative mind set when teaching their lessons or activities planned for the learners to do. To me, teaching for creativity means an educator is teaching their students who then use that knowledge that was just learned and is now applying it into something creative. It is really difficult to teach someone to be creative. It is something that is within you. That makes me question the idea of who is right and who is wrong then. We all have our own definitions of being creative but does that mean my creative ideas are better than someone else’s. In a classroom setting the students could question their own creativity and think that because my idea is different than yours then I am wrong. There is nothing wrong with having a different idea from someone else. This makes you different and more unique as an individual. In the music industry people are trying to think of new music all the time. It is all about the creative process that allow musicians to go pass all the genres and ideas that are already out there and creative something brand new. This makes things harder for artists to come up with something new because everything is already out there, but, being different is a trend that will always stick by society and all around the world more and more people are appreciating these new ideas of creativity.
There are all sorts of ways students can be creative but they aren’t the only ones in the class that use creativity in their everyday lives. Teachers have to be creative too. When a student doesn’t understand a certain topic learned in class, it is the teachers job to come up with something creative, new and different in order for the student to fully understand the concept. Being creative allows students and teachers to go outside the box with their everyday rituals. It innovates them to push themselves out of their comfort zone. Creativity is like trial and error. Your minds goes on a ran page of ideas getting thrown out there and you don’t know if this idea can be turned into something amazing, unless it was tried out. Some ideas can become phenomenal ideas and some don’t always work out. The idea not working out, may motivate students to continue to progress in being creativity; which allows their brain to develop. Being creative uses a different part of your brain, then if you were thinking about math or science, but, then again you can still be creative in those subjects as well. “Teaching creatively at any level can keep us interested in our teaching and keep the attention of our students”.
You can be creative when thinking of ways to remember things. This is something I did a lot in high school and I am still doing in University. It is the best way for me to remember things especially if there is a lot to memorize. In the article, it used the example for staccato. There are different ways of describing the word staccato, but, examples are popcorn popping, sounds choppy like cutting an onion, or walking foot on hot pavement. This is an example of being creative without even noticing it. I find that students over think when they are forced to be creative. Having those words to describe staccato was being creative but in a different way. There are all different forms of being creative which makes the idea of being creative such a cool topic to write on as an article.
The Power of Limits and the Pleasure of Games
Thibeault, M. D. (2012). The power of limits and the pleasure of games: An easy and fun piano duo improvisation. General Music Today, 1048371311435523.
Grade 9 is when I got introduced into singing jazz and improvisation. Till this day, it has become one of my favourite genres to sing. Something about having the freedom to sing whatever comes to your mind in the moment takes away all the added stress about performing to me. This type of technique has developed my ear tremendously. The way I can now hear the chords and know exactly what notes sound good with the progression and sometimes I can anticipate what will come next. I would not be the same musician I am today without jazz music in my life. When it comes to classical music, which is what I am learning now in university, is very strict when it comes to technique and following what’s exactly on the page of your music sheets but with jazz you have a little more freedom in a sense that you are in control of what gets produced from your instrument. I truly believe that improvisation allows us musician to speak our minds in a way words can’t. Everyone’s improvisation will be different based on what they feel in the moment of their solo and how they interpret the music. Also, each solo reflects on the person themselves and their personality. It always amazes me to see what musicians what up with as they perform. In grade 11, I was taught that wanting to take moments of the ideas from a musicians improvise solo and turn it into your own is okay. There have been multiple times when I hear Ella Fitzgerald scat and I am just blown away by her performance that I always think about seeing if I can interpret her idea into my own. It can be done and I have done it before.
The Power of Limits is a game for two people that incorporate creative freedom bringing joy to all students. It state “that students thrive within a structure that provides space for imagination within limits”. Teachers are wanting to incorporate this type of style into their lessons. I think being able to sing or play this type of genre is a good skill to have and to develop. If the game becomes a success, then slight variations can be added allowing students the opportunity to explore new avenues and build confidence in their ability to play this type of style. Although independence is important when soloing but being able to work with your fellow musician’s is important as well. Allowing students to develop their way of thinking this game branches out into deep conversations that reflect on what improvisation is all about and the technique behind having a good performance.
In the article, it stated that scales are generally thought of as elementary or boring for the elements of music. In fact, scales are a huge part of improvisation. You need to be familiarized with the specific scales used in the songs you perform in order to create a good scat. Also, knowing the scales will help you stay away from the original melody of the song and be able to create some interesting harmonic melodic lines.
Thibeault, M. D. (2012). The power of limits and the pleasure of games: An easy and fun piano duo improvisation. General Music Today, 1048371311435523.
Grade 9 is when I got introduced into singing jazz and improvisation. Till this day, it has become one of my favourite genres to sing. Something about having the freedom to sing whatever comes to your mind in the moment takes away all the added stress about performing to me. This type of technique has developed my ear tremendously. The way I can now hear the chords and know exactly what notes sound good with the progression and sometimes I can anticipate what will come next. I would not be the same musician I am today without jazz music in my life. When it comes to classical music, which is what I am learning now in university, is very strict when it comes to technique and following what’s exactly on the page of your music sheets but with jazz you have a little more freedom in a sense that you are in control of what gets produced from your instrument. I truly believe that improvisation allows us musician to speak our minds in a way words can’t. Everyone’s improvisation will be different based on what they feel in the moment of their solo and how they interpret the music. Also, each solo reflects on the person themselves and their personality. It always amazes me to see what musicians what up with as they perform. In grade 11, I was taught that wanting to take moments of the ideas from a musicians improvise solo and turn it into your own is okay. There have been multiple times when I hear Ella Fitzgerald scat and I am just blown away by her performance that I always think about seeing if I can interpret her idea into my own. It can be done and I have done it before.
The Power of Limits is a game for two people that incorporate creative freedom bringing joy to all students. It state “that students thrive within a structure that provides space for imagination within limits”. Teachers are wanting to incorporate this type of style into their lessons. I think being able to sing or play this type of genre is a good skill to have and to develop. If the game becomes a success, then slight variations can be added allowing students the opportunity to explore new avenues and build confidence in their ability to play this type of style. Although independence is important when soloing but being able to work with your fellow musician’s is important as well. Allowing students to develop their way of thinking this game branches out into deep conversations that reflect on what improvisation is all about and the technique behind having a good performance.
In the article, it stated that scales are generally thought of as elementary or boring for the elements of music. In fact, scales are a huge part of improvisation. You need to be familiarized with the specific scales used in the songs you perform in order to create a good scat. Also, knowing the scales will help you stay away from the original melody of the song and be able to create some interesting harmonic melodic lines.
Moving Out of the Familiar for Music Education’s Sake
Dawe, L. (2016). Fumbling Towards Vulnerability: Moving Out of the Familiar for Music Education’s Sake, Canadian Music Educator, (57)2, pp.22-24
This article had many interesting points that stood out to me. I found myself relating to multiple situations and theories that Lesley had gone through herself. To be specific she talked about auditioning for a jazz band and feeling vulnerable about not knowing how to improv or do a musical technique without feeling 100% confident in herself and her capability. Even though she got in the band, she felt humiliated and embarrassed. I went through a similar situation. In grade 11, I auditioned for a jazz choir and knowing that part of the audition was to improve, the confidence I had in myself started to fade. After my audition, l felt vulnerable and wasn’t sure that I was good enough to get in. In those moments of feeling vulnerable, I felt a huge weight of disappointment on my shoulders and knowing that I wasn’t perfect in my audition was hard for me to grasp. Thankfully I got into the choir. My teacher saw something in me that had potential to be something great and I used that as motivation to pick myself back up and work hard for what I wanted to achieve in that choir.
This also was similar for what surprised me. I wasn’t expecting to be able to connect to the author as much as I did. Sometimes when you read articles it can be challenging to find any relation between what the author is trying to communicate with the reader, but I found myself connecting to the author and her experiences.
As I was reading this article I completely agreed with everything Lesley had to say except for one thing. She said “I felt I was pushed into a situation that I was not ready for, and that my voice wasn’t valued in the process”. Teachers must push their students out of their comfort zone in order to become a better musician. I know that it can be very nerve-racking to be put on the spot and do something you have never done before but I believe it tests a musician’s capability and instinct to being creative. How are you going to improve if you don’t try something new? Especially when learning music in University. There is a lot of competition and a lot of students with talent but it’s the students that try new things and go outside their comfort zone that stand out of the crowd.
In this article I found nothing that frustrated me. I thought it was beautifully written piece that showed a personal side of the author and had great examples to back up her statement. Although, if I was to one day meet this author I would love to ask her a few questions to clarify things she brought up in her article and ask her more personal level question as well.
My questions are:
- After going through those hard moments of feeling humiliated and embarrassed, how did you recover from feeling vulnerable?
- What did you mean when you said my voice wasn’t valued in the process?
- After experiencing the feeling of vulnerability in your past, how will this change your way of teaching as an educator with your students?
Toward Convergence: Adapting Music Education to Contemporary Society and Participatory Culture
Tobias, E. S. (2013). Toward Convergence: Adapting Music Education to Contemporary Society and Participatory Culture, Music Educators Journal, 29-36.
In this article, Evan Tobias states the incorporation of modern culture being infused into the society of music and music education. Also he states the ways musicians are using new software’s for technology and creating ways to release new music in the modern world. They are trying to incorporate modern influences and make something new. After reading this article, it has allowed me to relate back to the good old days in high school. I went to an art school and each day the music teachers tried to challenge us in different ways. They would fuse modern technology into learning music in a creative way. The teachers would give us the freedom to explore the software and the different programs mac technology offers. There are so many different interesting ways we can create music using technology in a new way. In the society of music today, musicians are struggling to find something new to invent without plagiarizing other musicians. Living in the 21st century, technology is a part of all students’ lives and allowing students to use this when creating music and learning music, can help benefit the overall musical progress of students in and out the classroom setting. Giving students the opportunity to participate in activities inside the classroom setting that bring interest to them will result in an increase in working hard to achieve success, passion and creativity.
I think it is important for teachers to incorporate the concepts of what brings interest to students into their every day lessons taught in class. Having something relate to your students will help benefit them all in the long run. This whole idea of how educators should encourage students to think outside the realm of "traditional music-making. Bringing a challenge to the students allowing them as individuals to think "outside the box", can often be a difficult task. Especially in a music class setting, having to be creative can bring a lot of challenge into the students. Also allowing students to still be able to express themselves to their full potential is important, but, can technology bring out the creativity in these students?
Tobias, E. S. (2013). Toward Convergence: Adapting Music Education to Contemporary Society and Participatory Culture, Music Educators Journal, 29-36.
In this article, Evan Tobias states the incorporation of modern culture being infused into the society of music and music education. Also he states the ways musicians are using new software’s for technology and creating ways to release new music in the modern world. They are trying to incorporate modern influences and make something new. After reading this article, it has allowed me to relate back to the good old days in high school. I went to an art school and each day the music teachers tried to challenge us in different ways. They would fuse modern technology into learning music in a creative way. The teachers would give us the freedom to explore the software and the different programs mac technology offers. There are so many different interesting ways we can create music using technology in a new way. In the society of music today, musicians are struggling to find something new to invent without plagiarizing other musicians. Living in the 21st century, technology is a part of all students’ lives and allowing students to use this when creating music and learning music, can help benefit the overall musical progress of students in and out the classroom setting. Giving students the opportunity to participate in activities inside the classroom setting that bring interest to them will result in an increase in working hard to achieve success, passion and creativity.
I think it is important for teachers to incorporate the concepts of what brings interest to students into their every day lessons taught in class. Having something relate to your students will help benefit them all in the long run. This whole idea of how educators should encourage students to think outside the realm of "traditional music-making. Bringing a challenge to the students allowing them as individuals to think "outside the box", can often be a difficult task. Especially in a music class setting, having to be creative can bring a lot of challenge into the students. Also allowing students to still be able to express themselves to their full potential is important, but, can technology bring out the creativity in these students?
Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability
Series, D. Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability. Retrieved from http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/
What does being normal mean? In the Urban Dictionary, it states that being normal is “a word made up by this corrupt society so they could single out and attack those who are different”. Who can define what being normal is? The people of society support those of power who define the word for us and we as a community allow being normal to outrank all other social aspirations. This pressure has mostly been placed on people with disabilities. If you don’t meet the normal you are considered “suffering” or have a “difficult life”. Yes, people with disabilities need to work harder than the rest of us but we shouldn’t be placing them on a lower hierarchy then the rest of us. They should feel like they are worth something to the community. They deserve and have the right to be treated with equal respect. More and more people every day are being diagnosed with having a disability and more and more people are pointing fingers at those who claim that having a disability is a problem. Overcoming a disability adds extra pressure and stress on people to change who they are to fit in. Having to change to meet) these criteria) of being normal is such an unrealistic expectation because they were born this way and you can’t force this type of change.
In this article, it brings across an important point about if society didn’t have such a fear of being different then people wouldn’t have to change to fit in. The article states, “It is discriminatory attitudes and thoughtless behaviours, and the other ensuring ostracism and lack of accommodation, that’s makes life difficult. People with disabilities suffer most from being treated with cruelty, exclusion and lack of opportunities.” [1] We exclude those who are considered different but if you think about it, every single human being on this planet is different. No one looks the same or acts the same or learns the same. We all function different and we all have our own mind set. If we are all different, then who’s normal?
Therefore, I completely agree with what the author is stating. Being normal is being different and there is nothing wrong with being different. Being different is being unique and you should think of that as a compliment and not a burden. People focus more on the disability rather than the person itself. We all want to feel important and not feel excluded but society makes it so difficult for us to not feel this way. We should be spending more time on living life to the fullest and bringing out all the good qualities in yourself and feel confident about who you are.
[1] Thank Everything’s. (n.d.). Retrieved February 26, 2017, from http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/
Series, D. Think Everything’s “Normal?” Then It’s Time To Reconsider And Promote A New Narrative Of Disability. Retrieved from http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/
What does being normal mean? In the Urban Dictionary, it states that being normal is “a word made up by this corrupt society so they could single out and attack those who are different”. Who can define what being normal is? The people of society support those of power who define the word for us and we as a community allow being normal to outrank all other social aspirations. This pressure has mostly been placed on people with disabilities. If you don’t meet the normal you are considered “suffering” or have a “difficult life”. Yes, people with disabilities need to work harder than the rest of us but we shouldn’t be placing them on a lower hierarchy then the rest of us. They should feel like they are worth something to the community. They deserve and have the right to be treated with equal respect. More and more people every day are being diagnosed with having a disability and more and more people are pointing fingers at those who claim that having a disability is a problem. Overcoming a disability adds extra pressure and stress on people to change who they are to fit in. Having to change to meet) these criteria) of being normal is such an unrealistic expectation because they were born this way and you can’t force this type of change.
In this article, it brings across an important point about if society didn’t have such a fear of being different then people wouldn’t have to change to fit in. The article states, “It is discriminatory attitudes and thoughtless behaviours, and the other ensuring ostracism and lack of accommodation, that’s makes life difficult. People with disabilities suffer most from being treated with cruelty, exclusion and lack of opportunities.” [1] We exclude those who are considered different but if you think about it, every single human being on this planet is different. No one looks the same or acts the same or learns the same. We all function different and we all have our own mind set. If we are all different, then who’s normal?
Therefore, I completely agree with what the author is stating. Being normal is being different and there is nothing wrong with being different. Being different is being unique and you should think of that as a compliment and not a burden. People focus more on the disability rather than the person itself. We all want to feel important and not feel excluded but society makes it so difficult for us to not feel this way. We should be spending more time on living life to the fullest and bringing out all the good qualities in yourself and feel confident about who you are.
[1] Thank Everything’s. (n.d.). Retrieved February 26, 2017, from http://organizingchange.org/think-everythings-normal-then-its-time-to-reconsider-and-promote-a-new-narrative-of-disability/
The Invisible Student: Understanding Social Identity Construction within Performing Ensembles
Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within performing ensembles. Music Educators Journal, 34-38.
I found it hard reading this article knowing that there are so many students who go through this. Also, knowing that I grew up having invisible students in my classes and not doing enough to help make everyone feel included is sad to think about. Hourigan’s research and methods provide a safe and comfortable environment for all students to learn and grow in a classroom setting. It is not just music classes; it is applicable to all classroom settings. Jason’s lack of self-confidence contributed to feeling isolated and built an environment that enabled less connections between each relationship he had with each student. Educators should create an environment that is welcoming and promotes acceptance.
As someone who is continuing to learn and grow in the field of becoming an educator, reading this article has given me some insider points on how to approach a situation like this because now a days, it is becoming more common. Lots of students go through depression or get bullied because they feel “invisible” and it is an educators job to model appropriate behavior and modeling acceptance and community building among the peers. Being bullied discourages the invisible students to not want to make friends by isolating him or herself from the rest of the world. The consequences of avoiding these situations can be very serious.
Invisible students tend to lash onto an adult instead of connecting with a group and exploring friendships. Having an alternative approach to having students interact with other students allows students to become less venerable and feel safe. That is why at the beginning of every year, it is important for educators to provide a lot of activities that involve all students to interact with each other to get to know with each other. Also, instead of doing a lot of group work, you could do more partner work allowing everyone to speak their mind and feel inclusive. This reminds me of what Cathy is promoting in our music education class. There are many of us who don’t speak a loud with their own reasons but Cathy always gives us time to talk to a partner to ensure everyone us to speak their minds but in a more private setting.
Something that surprised me was how hard it is, as educators, to make everyone feel accepted and valued in a classroom setting. Kids will be kids and you can’t always control what the other students do but you do have control the example you set for your students and the environment you want to create for them as well. So many students struggle with different situations and challenges so being able to have a safe place for them to learn and grow allows success to rise either inside or outside the ensemble rehearsal.
In conclusion, every word this author published speaks for many and having him provide a true story with ways to improve the situation, helps myself and other educators to approach any difficult situation with open arms and a positive attitude. This will benefit every invisible student’s growth to learning and becoming confident in themselves be successful in life.
Hourigan, R. M. (2009). The invisible student: Understanding social identity construction within performing ensembles. Music Educators Journal, 34-38.
I found it hard reading this article knowing that there are so many students who go through this. Also, knowing that I grew up having invisible students in my classes and not doing enough to help make everyone feel included is sad to think about. Hourigan’s research and methods provide a safe and comfortable environment for all students to learn and grow in a classroom setting. It is not just music classes; it is applicable to all classroom settings. Jason’s lack of self-confidence contributed to feeling isolated and built an environment that enabled less connections between each relationship he had with each student. Educators should create an environment that is welcoming and promotes acceptance.
As someone who is continuing to learn and grow in the field of becoming an educator, reading this article has given me some insider points on how to approach a situation like this because now a days, it is becoming more common. Lots of students go through depression or get bullied because they feel “invisible” and it is an educators job to model appropriate behavior and modeling acceptance and community building among the peers. Being bullied discourages the invisible students to not want to make friends by isolating him or herself from the rest of the world. The consequences of avoiding these situations can be very serious.
Invisible students tend to lash onto an adult instead of connecting with a group and exploring friendships. Having an alternative approach to having students interact with other students allows students to become less venerable and feel safe. That is why at the beginning of every year, it is important for educators to provide a lot of activities that involve all students to interact with each other to get to know with each other. Also, instead of doing a lot of group work, you could do more partner work allowing everyone to speak their mind and feel inclusive. This reminds me of what Cathy is promoting in our music education class. There are many of us who don’t speak a loud with their own reasons but Cathy always gives us time to talk to a partner to ensure everyone us to speak their minds but in a more private setting.
Something that surprised me was how hard it is, as educators, to make everyone feel accepted and valued in a classroom setting. Kids will be kids and you can’t always control what the other students do but you do have control the example you set for your students and the environment you want to create for them as well. So many students struggle with different situations and challenges so being able to have a safe place for them to learn and grow allows success to rise either inside or outside the ensemble rehearsal.
In conclusion, every word this author published speaks for many and having him provide a true story with ways to improve the situation, helps myself and other educators to approach any difficult situation with open arms and a positive attitude. This will benefit every invisible student’s growth to learning and becoming confident in themselves be successful in life.
Another Perspective: The iPad is a REAL Musical Instrument
Williams, D. A. (2014). Another Perspective The iPad Is a REAL Musical Instrument. Music Educators Journal, 101(1), 93-98.
“A musical instrument, according to the Free Merriam-Webster Dictionary, is “a device used to produce music.”” This definition allows using technology like an IPad as a reliable source for playing an instrument. Depending on the purpose used for either the instrument or the IPad, one can be used better than the other. “Making music on iPads is certainly not considered by some to be as honorable as making music in concert bands or string orchestras. This thinking is often based on the belief that the iPad is not a real musical instrument”. A human playing an instrument is completely different from an IPad playing an instrument. Humans can get an element of emotion to a piece that an IPad or any technology can produce. Technology doesn’t feel anything; it is just told what to do and it does it. I think it is very creative and ingenious to have technology play an instrument but it will never be able to move the piece in a way a human can. The iPad is incapable of producing profound music like a human can.
This article pointed out the similarities between playing the oboe and playing an instrument on the iPad. Although what they are saying is true, some of the points aren’t as valid as they should be. It seems to me that they are trying to add extra reasoning’s to the argument to seem like they have a lot to back up their point but really it seemed pointless. One point mentioned was if the oboe was in the right hands then it would be played beautifully and same for the instrument. Another point was a person needs to practice in order to play the oboe well just like a person needs to practice to play the IPad as well. These two points plus more seem unconvincing and very self-explanatory.
I believe that playing an instrument on an IPad is a creative way for musicians to try something new and be creative with their learning experiences. There are incredible sounds you can make with technology that you can’t necessarily make with a human playing a real-life instrument. “This is, after all, from where musicianship, creativity, and imagination originate. The most important aspect of human music- making is not the instrument—it is the human! The instrument is little more than a tool through which a person can produce music”. The human creatives the instrument, produces sound from an instrument and it is the mind of a human that creative the idea to play an instrument on an IPad. Especially in the world of music today, people are trying to creative something new every day hoping for a big hit. We are relying on technology to help create these new sounds to turn away from the traditional aspects of music and incorporate a brand new element to this new genre of music.
Williams, D. A. (2014). Another Perspective The iPad Is a REAL Musical Instrument. Music Educators Journal, 101(1), 93-98.
“A musical instrument, according to the Free Merriam-Webster Dictionary, is “a device used to produce music.”” This definition allows using technology like an IPad as a reliable source for playing an instrument. Depending on the purpose used for either the instrument or the IPad, one can be used better than the other. “Making music on iPads is certainly not considered by some to be as honorable as making music in concert bands or string orchestras. This thinking is often based on the belief that the iPad is not a real musical instrument”. A human playing an instrument is completely different from an IPad playing an instrument. Humans can get an element of emotion to a piece that an IPad or any technology can produce. Technology doesn’t feel anything; it is just told what to do and it does it. I think it is very creative and ingenious to have technology play an instrument but it will never be able to move the piece in a way a human can. The iPad is incapable of producing profound music like a human can.
This article pointed out the similarities between playing the oboe and playing an instrument on the iPad. Although what they are saying is true, some of the points aren’t as valid as they should be. It seems to me that they are trying to add extra reasoning’s to the argument to seem like they have a lot to back up their point but really it seemed pointless. One point mentioned was if the oboe was in the right hands then it would be played beautifully and same for the instrument. Another point was a person needs to practice in order to play the oboe well just like a person needs to practice to play the IPad as well. These two points plus more seem unconvincing and very self-explanatory.
I believe that playing an instrument on an IPad is a creative way for musicians to try something new and be creative with their learning experiences. There are incredible sounds you can make with technology that you can’t necessarily make with a human playing a real-life instrument. “This is, after all, from where musicianship, creativity, and imagination originate. The most important aspect of human music- making is not the instrument—it is the human! The instrument is little more than a tool through which a person can produce music”. The human creatives the instrument, produces sound from an instrument and it is the mind of a human that creative the idea to play an instrument on an IPad. Especially in the world of music today, people are trying to creative something new every day hoping for a big hit. We are relying on technology to help create these new sounds to turn away from the traditional aspects of music and incorporate a brand new element to this new genre of music.
Repositioning ‘The Elements’: How Students Talk about Music
Rose, L. S., & Countryman, J. (2013). Repositioning ‘the elements’: How students talk about music. Action, Criticism, and Theory for Music Education 12(3): 45–64.
This article relates to my life tremendously. I started taking lessons in grade 7 and throughout my life, technique has been one of my top priorities. Technique has always been heavily emphasized for myself and it has always been the foundation of how I sing and perform. I also was taught ‘by the book’. This article states that the elements don’t allow musicians to be creative. The elements bring restrictions when analysing music and I believe there is nothing wrong with that.
In this article, it states that by analyzing music, using the elements, you are losing the ability to be creative which I completely disagree with that statement. You need a foundation of how to analyze music first before saying anything about a piece. Also, it is important to be specific when analysing music. There are specific categories but it still allows you to be creative in thinking abroad in analysing music. You can’t just say the music sounds creepy but not add enough specific characteristics that allows everyone to understand what you’re saying. Your definition of creepy can be completely different from mine. But if you say that the minor chords add a sense of dissonant melodic elements that add to the mood and theme of creepy; then that explains it with more clarity. Being specific, having reasoning and pointing out sections and chords of the piece that explain your thought process clears up any confusion. There is no “right” or “wrong” way to analyse music. Personally, I have always been taught to analyse music through the elements so when someone says not to follow this method, it throws me off a little bit. I know it is important to keep students thinking creatively but the elements aren’t limited them as much as this article claims to be. The elements are there to guide students in analysing music.
What frustrates me is when teachers feel the need to always follow by the book. Every student learns differently and it is important for teachers to have multiple ways of teaching various materials. I have struggled throughout the years of high school in some of my courses. Do I blame myself or the teacher or the material? Is it too hard? Am I not smart enough? Having a good teacher is a huge part about being successful in school especially when it does take students longer to process information. I have had multiple educators that were unsure of how to teach the material any other way for other students and myself to understand. It becomes very frustrating and stressful. Every student can relate to this scenario. Unfortunately, it is very common but it is something many students struggle to cope with.