Professional Growth Plan Paper

       This is a summary paper of the information I have gathered through observations of instrumental music classes in high school, experience leading a high school concert band, speaking with professionals in the field, and from reading chapters 9 and 10 of “Teachings Instrumental Music in Canadian Schools” (Wasiak, 2013). My intent for gathering this information was to build a stronger foundation in the field of teaching high school concert bands. 

       Observing a school instrumental ensemble proved to be one of the most insightful experiences for me. The most important strategy I observed was the way information was delivered to students. The band teacher didn’t spend a lot of time talking, instead, he prioritized students’ time with playing their instrument. As a result, he would give verbalized tips as he conducted. For example, for the warm up, he would instruct the students to play an ascending Bb flat scale mf and strong. While conducting, he would tell students to keep their feet firm on the ground and have their lips firm. Another way he delivered information was through instruction in rhythm. Doing this creates fluidity in instruction and reinforces rhythmic thinking to students. An example of this is when you are counting a group of students into a piece of music of 4/4 and with verbalizing ‘one-two abs-engaged’.

       I was given opportunities to lead the school concert band warm-up. During these opportunities I attempted to deliver information to students the way their band teacher did. I’ve come to realize that it is not intuitive. Being able to meaningfully conduct while assessing the students then vocalizing information to students while conducting takes practice and experience. 

       My biggest take away from talking to the professionals in the field is that everyone has their own strategies for teaching music ensembles. Strategies are developed over time. Strategies that work for some music teachers may not work for others. It is a matter of finding out what works best for you and your students. Also, the same strategies that worked for some students may not work for all students.

       The most significant concept in chapters 9 and 10 of “Teaching Instrumental Music in Canadian Schools” (Wasiak, 2013), was the music teacher as a teacher, not only a conductor. This involves an emphasis on teaching musical concepts to students. This means “instead of making a statement, as a question” (Wasiak, 2013). By consistently giving students statements in a music class instead of questions, causes them to not think about musical concepts and not gain an understanding for music. Students need to be engaged in problem solving and need to develop their musical understanding.

       In conclusion, seeking knowledge in school instrumental ensemble strategies has highlighted the importance of delivery of information to students and the emphasis for teaching students musical concepts. These aspects of teaching music are important for the success of both the teacher and student. Techniques to develop these aspects will progress through time alongside various strategies adopted into the classroom.

References

Wasiak, E. B. (2013). Teaching instrumental music in Canadian schools. Oxford University Press.