AP Music Theory Reflection
Here’s an overall reflection of the lesson and analysis revealed in my previous two posts with my Advanced Placement Music Theory courses:
As previously mentioned, AP Music Theory students have a tendency to be so motivated to gather and learn new information, that they approach lessons such as this one with a great deal of seriousness. As a result, in looking back, there was not as much self-initiated comments and questions as I desire. However, I am confident that the students learned the material, and during the application portion of this unit I adapted and constructed cooperative opportunities inspiring greater student interaction. Furthermore, in an effort to provide the volume of content that I did in the 47 minute lesson, there was little room for the intensity of the class to settle. While I am certain greater interaction could have been fostered through a variety of strategies such as sharing computers, a fill-in-the-blank note guide to be cooperatively completed, or allow them to work through the presentation in small groups, I am content with the productivity of this lesson.
The AP Music Theory classroom is a reservoir of assessment, and in reflecting upon this lesson modes of assessment were integrated that I would not alter if I would teach the lesson again. I purposefully implement a curriculum that establishes clear expectations for student learning based on what the students need to know and be able to do. Each lesson provides opportunities for assessment and this environment inevitably enables me to reflect how successful I am in helping students to learn, and thereby improve the ways I teach. I use assessment to set instructional and learning standards; motivate individual performance, evaluate and assess individual, class, and program progress; provide diagnostic feedback; and communicate progress to individual students, parents, administrators, and the community. Logically, not every lesson can accomplish each of these goals, but the strategies and methods of assessment in each lesson provides a piece of the entire puzzle inevitably revealing growth in student musicianship and understanding.
In reflecting upon this particular lesson, embedded is an expectation that the newly learned concepts will be eligible material on future “Celebrations of Knowledge.” Additionally, students are aware that the information presented will be applied in a variety of composition and analytical music activities. Whether it be through the classroom assessment routines established and maintained throughout the course or the website which allows students to peruse the upcoming assessment activities, students are consistently aware about what they will be doing and ways in which they will be expected to do it. Each lesson clarifies the curriculum objectives, and the instruction is designed to provide opportunities to gather information about what and how well the students have learned. The ways in which students’ knowledge and understanding of melodic principles will be applied are through activities that are used to assess.
As this lesson reveals, I believe AP Music Theory students are aware of the qualities that define success and understanding. The students are presented musical materials that provide multiple ways for them to succeed and accommodate many intelligences and learning styles. Furthermore, the web-based portfolio in which students work cultivates the students’ ability to self-assess and self-improve, inevitably fostering a motivating independence and metacognition so important to being a successful musician.
As students entered the room the next day, a music recording of Robert Schumann’s Dichterliebe (Op. 48) was playing. Students were asked to pick up a “Melodic Principles Listening Checklist” and begin completing it. This document guided the students to identify the five characteristics of melodies from the presentation the day before, and make written comments regarding their use. This eight minute activity was repeated at the beginning of each class for the remainder of the unit pertaining to music of a variety of styles, genres, and cultures.
In addition to the “Celebrations of Knowledge” and “Melodic Principles Listening Checklist,” the students are eventually led through a variety of creative experiences where they are expected to apply their knowledge of melodic principles. For instance, the students are asked to write melodies in a specific style: conjunct and disjunct structure; repetitive rhythmic motives; balanced phrases with similar and contrasting rhythms; ascending, descending, arch, inverted arch, and stationary contour; compact and/or wide range; phrases that clearly create tension and repose; and tonal and atonal tonality. The students submit these melodies onto the course website in the discussion board area where every student can listen to and give feedback for each other’s melodies.
Eventually, students are asked to compose and record a one and a half minute piece of music with at least four instruments. It can be in any style but must employ a variety of melodic principles that gives the piece unity and purpose. These compositions are created on the software title Cakewalk Home Studio. They are eventually submitted onto both the website for portfolio submission and peer review, but also onto a mentoring website I have developed in collaboration with two state university music education programs where music education students provide comments and suggestions to my students’ work. The university students are encouraged to download the students’ work, make compositional additions and changes, and submit the new edition back to the Music Theory students to review and perhaps gain inspiration. Intrigued by this interaction, my students who plan to study music in college particularly take advantage of this forum to ask questions regarding being a music major. In fact, Evin, a student in the class featured in this entry, has been particularly inspired to study Music Technology in college based upon the influence of his online collegiate mentor. In the end, this collaborative website provides another listening audience for the students’ compositions, and teaching opportunities for future music educators. Inevitably, the final draft of their composition is burned onto a CD for students to share with family and friends.
