COURSE REFLECTION
So far, this class has been really good for me. I have a really strong passion for teaching and love everything that has to do with the psychology and controversy around it.
I have known for several years now that I want to teach and that I can't imagine myself doing anything else, so I was very excited to begin this class when second semester rolled around. The first class was not at all what I was expecting, considering we sang and played "hand games." I didn't necessarily not enjoy it - I could see the real-life application of a certain teaching style.
As the course has progressed, I have gone through a myriad of emotions, beginning with frustration after our first reading about the elements and our discussions that followed it. It made me feel like I was a failure as a musician and would be a failure as a teacher because of the way I think and prefer to be taught. There was a large negative connotation around this specific teaching style and as a result of it, I felt bad about myself.
The class that changed my feelings (and the lecture that I have enjoyed the most thus far) was when Lesley Dawe skyped into our class. We were able to discuss a plethora of education-based topics. I feel that each of her responses were thoughtful, insightful, and not negative in any respect. This gave me a new perspective on education and this course. It was a very important and liberating moment.
One thing that I appreciate about this class is the fact that we are taking time to discuss physical, mental, visible, and invisible disabilities. I find that disability is rarely ever spoken about, despite the fact that it is incredibly important for us to educate ourselves on the subject so we can move forward in both our society and in our classrooms. Watching the TED Talk with Stella Young was simultaneously enjoyable and eye-opening, and I hope we can continue to discuss other topics such as sexism and racism in the classroom.
The one thing that is causing me a little grief in this course is all of the limitations that have been put on us this term. Not being allowed to say things like "I agree", or "I disagree", or "I really liked that ..." or give high-fives in class seems a little extreme at times. I understand the base of these restrictions, but at the same time, I often feel that it is too much. What is the issue with saying "I totally agree, and here's why..." and explaining your reasoning and vice versa. How is that not validating someone when you are providing your own insight? I've spoken to some of my classmates and most (if not all) of them have said that saying "I agree/disagree" actually feels the most validating. Also, if my partner and I are working well together, why can't I give them a high five? There is nothing negative with encouraging positivity and teamwork. Personal contact is also a very important characteristic of bonding with someone. I also have spoken to many upper year students who have taken this course before and say these restrictions were never in place when they took this course. So I am just wondering why this is happening now and the logic behind it - I am genuinely curious.
Other than that, my experience has been positive and I am enjoying myself.
CLASS REFLECTION 13/02/17
I had no idea that when I came into class today, I would be experiencing one of the most interesting and eye-opening classes that I've ever been to.
The first half an hour or so was useful, what with having a guest come into the class to help demonstrate how to conduct our teacher interviews. It was helpful and fun to watch someone be interviewed and learn all about their musical journey in an organized, respectful way, and it definitely gave some clarity as to how our interviews would be conducted.
While that part of the class was interesting, there was something far more relevant and eye-opening for me - our class discussion. Firstly, when do we ever have discussions in any class that are not strictly related to academics? After doing our course reflections, there seemed to be some confusion among my classmates concerning "rules" in our music education class. Before I even begin with that, I admire Cathy's openness to feedback. I haven't seen that in many teachers that I've had, especially not university professors. Feedback can sometimes be hard to hear, so it's nice to see someone who will listen. Not only that, but we got responses to the feedback we gave. Just getting feedback is one thing - getting a response to it is something totally different. Cathy's responses were completely honest, rational, and well-explained and I know that it definitely clarified a lot of things for me. She made herself vulnerable to us as well, which I think is an underestimated characteristic of an effective educator. It dissolves the strict teacher-student relationship and makes it more personal. This also set the stage for what we did next.
In passing, one of my classmates mentioned an activity that we had done on my floor in residence when we were having difficulties, which was sitting in a circle, writing down one of our thoughts (whether it be positive, constructive, negative, etc.), and then throwing our papers in the centre and reading each thought anonymously out loud and having a discussion about it. I was super thrilled when Cathy said we could do it right then and there because I think it's a really effective exercise. It also meant a lot that she was willing to totally change the lesson plan and adapt to something new. It was incredibly generous and led to some important discussions.
I left that class with a change of heart, new perspective, and overall just feeling better about life. I think it's important to have these discussions in an environment where where you feel safe and comfortable and I felt just that today.
Thanks for everything Cathy!
TEACHER INTERVIEW REFLECTION
This interview was very interesting for me to do for a number of reasons – first and foremost, I have a very close, personal relationship with Mrs. Marlatt so it was kind of unusual, in a sense, to be interviewing her in a more “formal” setting. While we still managed to have fun while doing the interview, it was in a different setting than what we are used to. It was not an issue or uncomfortable at all, just something different. Another reason was that I was given the chance to learn more about her musical journey and what lead her to where she is now. I knew bits and pieces of her story, but not everything so it’s was really fun for me to hear it start to finish. And finally, most importantly, I greatly admire her as an educator – she produces many successful students who adore her, and has created a well-rounded program that offers plenty of opportunity and a feeling of being at home with all of her students. These are all things that I hope to achieve when I am a teacher, and therefore her opinions mean a lot to me.
In my four years of high school, I was very lucky to have her teach me for three years and teach alongside her for the last two. In those years I was able to observe all aspects of her teaching style and learn from them. Working as her teaching assistant was one of the greatest, most influential opportunities that I have been presented with - I learned so much from her during that time at it truly shaped my future. While I was already aware of how incredible she is, I was reminded of that in our interview when she was listing off different solutions for different issues that come up in her position (such as dealing with students who do not want to put in the effort). She has figured out numerous ways to appeal to every type of student, which I consider to be a necessity in order for a program and its teacher to be successful. It is really cool to hear all of her creative methods and thought process behind things.
I am very thankful that Mrs. Marlatt gave up her time to do this interview with me. She is an incredible person and educator, and if I am half the teacher that she is, I will be a great one.
STUDENT INTERVIEW REFLECTION
This was a very different experience than my teacher interview, although there were definitely some similarities - the first being the unusual feeling of interviewing a friend. It's not a bad feeling by any means, just a little strange. It was also really fun to hear about two of my best friend's musical journeys and how they ended up where they are. Again, I knew large chunks of their story but not the whole thing from start to finish.
When interviewing Mrs. Marlatt, the theme of being a well-rounded student came up in conversation numerous times, as that appears to be one of her pedagogical philosophies. After conducting these interviews, I realized that my second question (Are you completely satisfied with the way you were taught music?) triggered an answer related to being a well-rounded student. For Gabe, he mentioned that he felt deprived of that versatility and while he is very proficient in the performance aspect of music, he lacks the theoretical skills. For Sarita, considering she went to my high school and was also taught by Mrs. Marlatt, she was given an all-around learning experience and therefore felt satisfied.
I think this theme occurred in both interviews because it was a large part of my musical education and now I consider it to be incredibly important, as I watch my friends who are missing theoretical background struggle in theory, history, etc., and I believe that they recognize that it's important too, that music is more than just playing an instrument.
Other than that, it is difficult to pick out similarities between the two interviews due to the unfortunate fact that the student interview was much shorter. It was definitely effective, nonetheless, but I was not able to cover as much material this time around.
It was interesting to see the duality of a music major versus a non-music major. They both had positive experiences more or less, but chose to do different things with it. They both loved music, but Sarita had other interests that surpassed music and led her to pursue other things. That is not the fault of my teacher or her pedagogy - it's just the other circumstances in her life. This has given me the insight that as a teacher, I can run a fantastic program and instill a love of music in my students, but that does not necessarily mean that they will actively continue with music in their life, and that's fine with me. I think a lasting impression and a great experience is the most important thing.
I am very thankful that Gabe and Sarita took the time to let me interview them. They were great interviewees and they are even better friends!
So far, this class has been really good for me. I have a really strong passion for teaching and love everything that has to do with the psychology and controversy around it.
I have known for several years now that I want to teach and that I can't imagine myself doing anything else, so I was very excited to begin this class when second semester rolled around. The first class was not at all what I was expecting, considering we sang and played "hand games." I didn't necessarily not enjoy it - I could see the real-life application of a certain teaching style.
As the course has progressed, I have gone through a myriad of emotions, beginning with frustration after our first reading about the elements and our discussions that followed it. It made me feel like I was a failure as a musician and would be a failure as a teacher because of the way I think and prefer to be taught. There was a large negative connotation around this specific teaching style and as a result of it, I felt bad about myself.
The class that changed my feelings (and the lecture that I have enjoyed the most thus far) was when Lesley Dawe skyped into our class. We were able to discuss a plethora of education-based topics. I feel that each of her responses were thoughtful, insightful, and not negative in any respect. This gave me a new perspective on education and this course. It was a very important and liberating moment.
One thing that I appreciate about this class is the fact that we are taking time to discuss physical, mental, visible, and invisible disabilities. I find that disability is rarely ever spoken about, despite the fact that it is incredibly important for us to educate ourselves on the subject so we can move forward in both our society and in our classrooms. Watching the TED Talk with Stella Young was simultaneously enjoyable and eye-opening, and I hope we can continue to discuss other topics such as sexism and racism in the classroom.
The one thing that is causing me a little grief in this course is all of the limitations that have been put on us this term. Not being allowed to say things like "I agree", or "I disagree", or "I really liked that ..." or give high-fives in class seems a little extreme at times. I understand the base of these restrictions, but at the same time, I often feel that it is too much. What is the issue with saying "I totally agree, and here's why..." and explaining your reasoning and vice versa. How is that not validating someone when you are providing your own insight? I've spoken to some of my classmates and most (if not all) of them have said that saying "I agree/disagree" actually feels the most validating. Also, if my partner and I are working well together, why can't I give them a high five? There is nothing negative with encouraging positivity and teamwork. Personal contact is also a very important characteristic of bonding with someone. I also have spoken to many upper year students who have taken this course before and say these restrictions were never in place when they took this course. So I am just wondering why this is happening now and the logic behind it - I am genuinely curious.
Other than that, my experience has been positive and I am enjoying myself.
CLASS REFLECTION 13/02/17
I had no idea that when I came into class today, I would be experiencing one of the most interesting and eye-opening classes that I've ever been to.
The first half an hour or so was useful, what with having a guest come into the class to help demonstrate how to conduct our teacher interviews. It was helpful and fun to watch someone be interviewed and learn all about their musical journey in an organized, respectful way, and it definitely gave some clarity as to how our interviews would be conducted.
While that part of the class was interesting, there was something far more relevant and eye-opening for me - our class discussion. Firstly, when do we ever have discussions in any class that are not strictly related to academics? After doing our course reflections, there seemed to be some confusion among my classmates concerning "rules" in our music education class. Before I even begin with that, I admire Cathy's openness to feedback. I haven't seen that in many teachers that I've had, especially not university professors. Feedback can sometimes be hard to hear, so it's nice to see someone who will listen. Not only that, but we got responses to the feedback we gave. Just getting feedback is one thing - getting a response to it is something totally different. Cathy's responses were completely honest, rational, and well-explained and I know that it definitely clarified a lot of things for me. She made herself vulnerable to us as well, which I think is an underestimated characteristic of an effective educator. It dissolves the strict teacher-student relationship and makes it more personal. This also set the stage for what we did next.
In passing, one of my classmates mentioned an activity that we had done on my floor in residence when we were having difficulties, which was sitting in a circle, writing down one of our thoughts (whether it be positive, constructive, negative, etc.), and then throwing our papers in the centre and reading each thought anonymously out loud and having a discussion about it. I was super thrilled when Cathy said we could do it right then and there because I think it's a really effective exercise. It also meant a lot that she was willing to totally change the lesson plan and adapt to something new. It was incredibly generous and led to some important discussions.
I left that class with a change of heart, new perspective, and overall just feeling better about life. I think it's important to have these discussions in an environment where where you feel safe and comfortable and I felt just that today.
Thanks for everything Cathy!
TEACHER INTERVIEW REFLECTION
This interview was very interesting for me to do for a number of reasons – first and foremost, I have a very close, personal relationship with Mrs. Marlatt so it was kind of unusual, in a sense, to be interviewing her in a more “formal” setting. While we still managed to have fun while doing the interview, it was in a different setting than what we are used to. It was not an issue or uncomfortable at all, just something different. Another reason was that I was given the chance to learn more about her musical journey and what lead her to where she is now. I knew bits and pieces of her story, but not everything so it’s was really fun for me to hear it start to finish. And finally, most importantly, I greatly admire her as an educator – she produces many successful students who adore her, and has created a well-rounded program that offers plenty of opportunity and a feeling of being at home with all of her students. These are all things that I hope to achieve when I am a teacher, and therefore her opinions mean a lot to me.
In my four years of high school, I was very lucky to have her teach me for three years and teach alongside her for the last two. In those years I was able to observe all aspects of her teaching style and learn from them. Working as her teaching assistant was one of the greatest, most influential opportunities that I have been presented with - I learned so much from her during that time at it truly shaped my future. While I was already aware of how incredible she is, I was reminded of that in our interview when she was listing off different solutions for different issues that come up in her position (such as dealing with students who do not want to put in the effort). She has figured out numerous ways to appeal to every type of student, which I consider to be a necessity in order for a program and its teacher to be successful. It is really cool to hear all of her creative methods and thought process behind things.
I am very thankful that Mrs. Marlatt gave up her time to do this interview with me. She is an incredible person and educator, and if I am half the teacher that she is, I will be a great one.
STUDENT INTERVIEW REFLECTION
This was a very different experience than my teacher interview, although there were definitely some similarities - the first being the unusual feeling of interviewing a friend. It's not a bad feeling by any means, just a little strange. It was also really fun to hear about two of my best friend's musical journeys and how they ended up where they are. Again, I knew large chunks of their story but not the whole thing from start to finish.
When interviewing Mrs. Marlatt, the theme of being a well-rounded student came up in conversation numerous times, as that appears to be one of her pedagogical philosophies. After conducting these interviews, I realized that my second question (Are you completely satisfied with the way you were taught music?) triggered an answer related to being a well-rounded student. For Gabe, he mentioned that he felt deprived of that versatility and while he is very proficient in the performance aspect of music, he lacks the theoretical skills. For Sarita, considering she went to my high school and was also taught by Mrs. Marlatt, she was given an all-around learning experience and therefore felt satisfied.
I think this theme occurred in both interviews because it was a large part of my musical education and now I consider it to be incredibly important, as I watch my friends who are missing theoretical background struggle in theory, history, etc., and I believe that they recognize that it's important too, that music is more than just playing an instrument.
Other than that, it is difficult to pick out similarities between the two interviews due to the unfortunate fact that the student interview was much shorter. It was definitely effective, nonetheless, but I was not able to cover as much material this time around.
It was interesting to see the duality of a music major versus a non-music major. They both had positive experiences more or less, but chose to do different things with it. They both loved music, but Sarita had other interests that surpassed music and led her to pursue other things. That is not the fault of my teacher or her pedagogy - it's just the other circumstances in her life. This has given me the insight that as a teacher, I can run a fantastic program and instill a love of music in my students, but that does not necessarily mean that they will actively continue with music in their life, and that's fine with me. I think a lasting impression and a great experience is the most important thing.
I am very thankful that Gabe and Sarita took the time to let me interview them. They were great interviewees and they are even better friends!