reflective

Reflective

reflective

What is the purpose of music in education?

My experience over the past decade of education has given me ample time to reflect on the purpose music serves in the educational process. Music is still seen by many students, parents, and some educators as co-curricular or even extra curricular. This assumption is born out of the belief that music is a youthful dalliance of little value when compared to the ‘core’ subjects. These critics misunderstand that content is a trivial matter when compared with a subject’s ability to engage the mind and body in a multiplicity of higher order problem solving opportunities. Few subjects are capable of providing the academic and applied challenges inherent in an authentically balanced musical experience. A balanced musical experience requires students have access to the academic areas of music (theory, history) and the applied side (ensemble and solo performance) in equal measure.

On the following tabs in this section you will see how my reflections on the purpose of music in education have affected what can be included in a truly balanced music curriculum.

RnR

Popular Music (Rock n’ Roll)

(click on the picture to see the content)

The balanced curriculum I have developed over the past ten years includes an exploration into popular music (more commonly called Rock n’ Roll). During this unit students explore where the music they love originated from. Some are surprised to learn that today’s music owes a great debt to African American culture. My website, Music to the World, helps students understand these connections with interactive features designed to help them see the connections and progression of music. See a sample of what Music to the World offers students by clicking on the picture.

TOK

Music and Theory of Knowledge

(click on the picture to see the content)

A music curriculum is the perfect place to exercise mental faculties that are sadly left unattended to until the last two years of the IB program. When students study popular music in grade nine they are challenged to consider topics like “Cultural Appropriation” where they explore their feelings on how cultures are borrowed and blended during the creative process. Students are given prepared materials to explore before engaging in a class discussion on the issue. During our discussion I draw upon my TOK experience and challenge students to confront difficult issues and ask them to consider multiple viewpoints. After our in class discussion, students are asked to refine and demonstrate their thinking in a final reflection on the issue. These reflections are posted on their personal blogs. Clicking on the picture will allow you to read one of these final reflections recently completed by a grade nine SWA student.

Principled

principled

What are my principles of music education?

Reflecting on music’s place in education has resulted in a set of core beliefs about the responsibilities any institution accepts when implementing a truly balanced music program. These principles cover the applied and academic aspects music and include:

Applied:

  • Every student should have the opportunity to reach a level of musical competence necessary to participate in diploma level/advanced music through curriculum, services, and opportunities provided by the school.
  • Every student should be given the opportunity to participate in an authentic large group musical experience in addition to exploring their other athletic, academic, and/or extracurricular interests without irreconcilable scheduling conflicts.
  • Every student deserves an educational environment that is enriched by music.
  • Large self sustaining ensembles, such as Bands, Choirs, and Orchestras are the foundation of applied music programs.

Academic:

  • Every students needs to demonstrate their knowledge of music as a multicultural force throughout history.
  • Every students needs developed aural skills allowing them to discern, analyze and effectively express what they hear.
  • Students need a practical understanding of music theory which allows them to analyze and compose written music.

On the following tabs in this section you will see how a balanced music program guided by these principles can transform a school from an institution into a community.

IICS Alma Mater

      IICS Alma Mater (Come Sail with Me) – Nadia Bounasser, Nancy Monahan, Selen Erkut, Victoria Fehr, Colin Casey, Jake Twigg, Karl Werner, Lukas Meier

Come Sail with Me

You are not a-lone on the open sea
When you take my hand and sail with me.
Together we’ll build a community near the banks of the Marmara Sea.
In this harbor you shall find, refuge for the inquisitive mind.
People caring, creative, compassionate and kind,
Excellence by design.

And although your mast may break,
With every risk you take,
The friendship that you give,
In diversity shall live,
And no matter where you roam
The world will be your home.

Come with me,
Sail with me,
Upon the Sea,
And you’ll see,
It’s our school,
Where Dolphin’s rule,
Istanbul,
International Community
School.

Click on the title above to hear IICS’s Alma Mater

In the 2011-12 school year IICS celebrated its centennial anniversary as an international institution. As the leader of secondary music I was interested in finding out more about the history of the school but was surprised to learn that IICS did not have a formal ‘alma mater.’ I am keenly aware of the power of music to bring people together as a community and school songs feature prominently in creating school-wide traditions. I launched a song writing contest amongst the student body but response was limited so I took it upon myself to compose the following song.

I think the words of the song capture the essence of the school and what a sense of community can mean to the individual. It is my hope that this song provides that sense to the people of the IICS community now and for the next 100 years.

CEESA Band

CEESA Middle School Band 2010

(click on the picture to start the video)

CEESA band is an annual band festival in the CEESA region where schools come together with their best band students to rehearse a concert for performance at the end of the 3 day festival. Students and teachers work extremely hard but the hosting school is under particular pressure. In 2011 IICS was chosen to host the festival which meant that I played a large part in the organization and accommodation of the visiting schools. The CEESA festival provides schools with an opportunity to demonstrate their principles to each other and enhance their image at the same time. Please click on the picture to see me conducting ‘Sing Sing Sing’ at the 2010 CEESA Band Festival.

principled
balanced

Balanced

balanced

How do I create a balanced program?

Over the past decade I have put my principles into practice at several schools around the world. During that time I have encountered music programs at various stages of development and successfully helped them progress towards a more balanced experience for all students. While every school is different, the implementation of these principles is a minor challenge when compared with shifting institutional opinion towards acceptance of music as an integral part of schoolwide culture. This task requires patience, persistence, clear communication of purpose, and a willingness to continually demonstrate how a balanced music program benefits the entire community.

On the following tabs in this section you will see examples of how I have successfully advocated for balanced music programs.

IICS Applied

The IICS Applied Music Program

When I arrived at IICS in 2009 I found that they did not have a sustainable large group ensemble program. After laying the initial groundwork I needed to convince admin and the board that this venture was an educational pursuit worthy of the school’s mission, time, and money. I am pleased to say that the groups I founded still thrive at IICS 2 years after my departure. Clicking on the picture will allow you to view a presentation that made all the difference in advocating for my vision.

(click on the picture to start the video)

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