Mariah ER 7
Chapter Summary: When we focus too much on trying to do something, we can often have the opposite effect of what we wanted to happen. We need to remember to have a balance between the roles of our mind and our body. If our mind gets too involved, things get tangled up and we end up more lost than before. If we stop drilling the goal into our heads and focus more on the process of getting there, we will enjoy practice more and reach our goal more easily. If we only had the goal in mind, we would be tempted to think "I'm glad that's finally over with" instead of being excited when achieved what we'd been working so hard for. When we let our mind stop working in overdrive, we can have more sensory awareness to aid in our progression.
Key Concepts: Over-thinking can be just as damaging as under-thinking. We need to enjoy the process as well as the result.
Key Terms: perceptual mode
Making Connections: I need to have more fun in the process of reaching my goals. I tend to over-think while singing instead of spending more time feeling what is happening.
Sunday, September 29, 2013
Elizabeth Tait ER Ch. 8 Summary
Chapter Summary: The mind is not the source of all knowledge. When we believe that it is, we lose out on the the knowledge that our body and heart can contribute. When we let go with our mind in performing a task, the knowledge of the body comes in to add light and perspective that would have never before been seen. So therefore, words are not always the best teacher; since wisdom does not always come from the mind, words are the not always the best medium for teaching.
Key Concepts: Be open to learning from your whole self; body, mind and spirit.
Key Terms:
Making Connections: It seems like the body knowledge that the author refers to in the chapter is also a bit of emotional knowledge. I think that emotional knowledge, and decisions based on emotions, have their place in our lives. We each have to find a delicate mix in balancing, mind knowledge, emotional knowledge, and body knowledge in learning and making decisions.
Key Concepts: Be open to learning from your whole self; body, mind and spirit.
Key Terms:
Making Connections: It seems like the body knowledge that the author refers to in the chapter is also a bit of emotional knowledge. I think that emotional knowledge, and decisions based on emotions, have their place in our lives. We each have to find a delicate mix in balancing, mind knowledge, emotional knowledge, and body knowledge in learning and making decisions.
Taylee-ASOHH ch 7
Taylee. Summary: We often complicate things by "making mountains out of mole hills." The body is an amazing thing and we often think we need to direct it in every. single. step. We know a lot more than we give ourselves credit for!! We can't possibly be conscious of everything we are doing at all times, it would be overwhelming. Take breathing for example; the minute you tried to think about breathing, it became unnatural and choppy as compared to the smooth flowing sensation you had before you "needed" to think about it.
Key Concepts: Focusing too heavily on the problem disrupts our ability to see more of the solution. "When [the] mind gets overly bossy, [we] miss the perception of [our] senses." pg. 80.
Key Terms: Destination. Trust.
Making Connections: I am naturally an emotional person. But for whatever reason, I seem to think I need to learn the notes, pitches, rythms of my piece first and then create emotion later. Most of the time when I pick pieces I would like to sing, I usually pick songs that I can easily find an emotion in. I need to stop over analyzing my pieces and allow my natural senses to kick in.
Key Concepts: Focusing too heavily on the problem disrupts our ability to see more of the solution. "When [the] mind gets overly bossy, [we] miss the perception of [our] senses." pg. 80.
Key Terms: Destination. Trust.
Making Connections: I am naturally an emotional person. But for whatever reason, I seem to think I need to learn the notes, pitches, rythms of my piece first and then create emotion later. Most of the time when I pick pieces I would like to sing, I usually pick songs that I can easily find an emotion in. I need to stop over analyzing my pieces and allow my natural senses to kick in.
Shalayna G SOHH 5
Chapter Summary: The way we teacher can have a big effect on our students. There will be times where our students will try hard for our approval but, we have to teach them how to find a place where their success is just as important for themselves. We as teachers may think that our students may be lazy but we cant just stop there, we need to dig deeper when trying to find the real issues. There is balance between discipline and encouragement. All students have different ways of learning things, therefore, it is better to encourage them rather than isolating them.When a student is frustrated, we need to try to understand that frustration a represent the material in a different way; discovering how a student learns. Key Concept: Each student has a different way of learning. It is our jobs a teachers to discovers those ways and make learning a more joyous process.
Key Terms: Different Modes
Connection: I completely agree with this chapter. I think we do need to look deeper at how our students react to the information we give them. I know it takes me longer to retain information, so for me, I have to slow everything down and say to myself "do I understand that." I thought it was interesting to find that students use laziness as a disguise of having a hard time. I think as teacher we need to be very observant on detecting those things in their earlier stages.
Key Terms: Different Modes
Connection: I completely agree with this chapter. I think we do need to look deeper at how our students react to the information we give them. I know it takes me longer to retain information, so for me, I have to slow everything down and say to myself "do I understand that." I thought it was interesting to find that students use laziness as a disguise of having a hard time. I think as teacher we need to be very observant on detecting those things in their earlier stages.
Mariah ER 6
Mariah ER 6
Chapter Summary: Learning how to learn in our correct mode can be difficult but will lead to a more enjoyable and productive practice process. We each have individual strengths in a particular area, but if we focus so much on what we can't do we lose the power of what we can do. "When they explored new dimensions in the intuitive skill they already had, the opposite skill became more accessible." There are many different ways in which we can increase our skill in something. Who would have guessed that juggling can aid in building sight-reading skills? And yet, juggling can become a type of deep practicing, training your brain to see things more quickly and in more detail.
Key Concept: We need to explore the vastness of what we are capable of and apply what we know to the process of learning new things. Being creative in solving problems can lead to solutions we never would have thought of if we continued in the traditional method of fixing the problem.
Key Terms: "unaccountable fuzziness," perceptual problem
Making Connections: I need to be more creative in my practicing. Sometimes I try the same things over and over to reach a goal, hoping that maybe this time it will magically happen. While working on constant things can be good, trying new ways to reach the same goal will help as well.
Chapter Summary: Learning how to learn in our correct mode can be difficult but will lead to a more enjoyable and productive practice process. We each have individual strengths in a particular area, but if we focus so much on what we can't do we lose the power of what we can do. "When they explored new dimensions in the intuitive skill they already had, the opposite skill became more accessible." There are many different ways in which we can increase our skill in something. Who would have guessed that juggling can aid in building sight-reading skills? And yet, juggling can become a type of deep practicing, training your brain to see things more quickly and in more detail.
Key Concept: We need to explore the vastness of what we are capable of and apply what we know to the process of learning new things. Being creative in solving problems can lead to solutions we never would have thought of if we continued in the traditional method of fixing the problem.
Key Terms: "unaccountable fuzziness," perceptual problem
Making Connections: I need to be more creative in my practicing. Sometimes I try the same things over and over to reach a goal, hoping that maybe this time it will magically happen. While working on constant things can be good, trying new ways to reach the same goal will help as well.
Elizabeth Tait ER Ch. 7 Summary
Chapter Summary: When our mind get bogged down by the details, we can't get the whole picture. An over-conscientious mind can create tension, rigidity, and lack of perceptiveness in our efforts. As we expand our perspective, we gain sensibilites, enjoyment, and awaken awareness. The mind and body do not have to be enemies, but can be democratic partners. The way we can do this in music is by reading patterns rather than individual notes. As we free our mind from controlling each and every note, our body can be free to interpret musical patterns it couldn't before. And the mistakes we make from letting our mind not be so controlling will actually help us learn!
Key Concepts: When our mind is too much in control of learning, progress is hindered. Body and mind should be partners!
Key Terms:
Making Connections: I would like us to discuss in class how the Bold Beginnings technique that is introduced in this chapter could have a vocal parallel. What is so confusing to some students of voice that we can explain in an nontraditional way?
Key Concepts: When our mind is too much in control of learning, progress is hindered. Body and mind should be partners!
Key Terms:
Making Connections: I would like us to discuss in class how the Bold Beginnings technique that is introduced in this chapter could have a vocal parallel. What is so confusing to some students of voice that we can explain in an nontraditional way?
Caitlin Craig ER Chapter 5 Summary
Chapter Summary: Each student has their own learning style. As teachers we must be perceptive to the means of which each student gains knowledge. If we implement only one teaching style, it won't be successful for everyone. Trying different approaches to teach a simple, difficult, or even familiar concept can often provide the student a new perspective, and fuel their ignition to learn. When we fail to address the different learning types, we fail to build the students' confidence. This burden of failure acts as an albatross, bleeding into their everyday lives. We must be willing and ready to try a broad range of teaching techniques in order to promote a safe environment to learn or fail. Teachers must have a solid balance of discipline, logic, encouragement, passion, and tenderness in their teaching.
Key Terms:
Key Concepts: Perceptiveness in teaching will positively affect your students' ability to gain knowledge, confidence, and effort.
Making Connections: In my teaching I want to incorporate many approaches. I think it would be a good idea to perhaps incorporate all the senses. Many senses are more prominent because they are linked to specific emotions, such as smell. Since we learned in the Talent Code that emotions can provide deep connections, I think it could be an interesting experiment.
Key Terms:
Key Concepts: Perceptiveness in teaching will positively affect your students' ability to gain knowledge, confidence, and effort.
Making Connections: In my teaching I want to incorporate many approaches. I think it would be a good idea to perhaps incorporate all the senses. Many senses are more prominent because they are linked to specific emotions, such as smell. Since we learned in the Talent Code that emotions can provide deep connections, I think it could be an interesting experiment.
Mariah ER 5
Mariah ER 5
Chapter Summary: Sometimes music lessons can do more harm than good if they are not taught in a way that the student can understand. If this is the case, the student can feel stupid but really it's like they are trying to cram knowledge into their heads by reading a book backwards. The teacher needs to recognize the disconnection between their methods and the student's mode of learning and change accordingly. If a student truly wants to learn but feels rebellious anytime they go to a lesson or practice, there is usually a reason behind this "naughty kid" kick. Whether there is a fault in the teacher or the student, this "rebellion needs to be understood." Once we figure out the reason for this opposition, we can work to correct it and channel that energy instead into productiveness in practice.
Key Concept: Teachers need to teach to each individual's different mode of learning. We can use rebellious feelings to add energy to our practice instead of taking away from it.
Key Terms: "naughty kid" kick, different modes of learning, "learning disabled"
Making Connections: When I don't feel like practicing, I need to try to discover the reason behind it and use that energy to help me practice instead of hinder my practice.When I teach future students, I need to be careful to understand their way of learning and do my best to find methods to help them individually.
Chapter Summary: Sometimes music lessons can do more harm than good if they are not taught in a way that the student can understand. If this is the case, the student can feel stupid but really it's like they are trying to cram knowledge into their heads by reading a book backwards. The teacher needs to recognize the disconnection between their methods and the student's mode of learning and change accordingly. If a student truly wants to learn but feels rebellious anytime they go to a lesson or practice, there is usually a reason behind this "naughty kid" kick. Whether there is a fault in the teacher or the student, this "rebellion needs to be understood." Once we figure out the reason for this opposition, we can work to correct it and channel that energy instead into productiveness in practice.
Key Concept: Teachers need to teach to each individual's different mode of learning. We can use rebellious feelings to add energy to our practice instead of taking away from it.
Key Terms: "naughty kid" kick, different modes of learning, "learning disabled"
Making Connections: When I don't feel like practicing, I need to try to discover the reason behind it and use that energy to help me practice instead of hinder my practice.When I teach future students, I need to be careful to understand their way of learning and do my best to find methods to help them individually.
Elizabeth Tait ER Ch. 6 Summary
Chapter Summary: All of us have areas of in learning in which we feel dumb. Skills that just seem out of our reach, if we could just focus harder or be better, we could do it! It feel as if our deficiency is someone how a character flaw, a moral failing on our part. This is not true! These deficiencies can become strengths if we decide to look at them in a different way. For example, Ruth in the chapter just had to look at the staff vertically for intervals to make sense to her. The author always focused on "honoring the way her brain worked rather than forcing it to work the way someone thought it should work." We become jealous of other's strengths, when in reality that strength might also be a weakness to them. As a teacher, we need to be very sensitive to our student's learning style, and always have our "antennae out" for new ways that a skill could be taught in their learning style.
Key Concepts: Everyone learns differently, and just because you don't learn a particular way, does not mean you are dumb.
Key Terms: perceptual problems
Making Connections: I was very interested in the juggling technique that was mentioned in class. I don't have a particular connection to it, but I think the idea of using physical activities to unlock the brain is fascinating. Or perhaps it wasn't the physical aspect of juggling, but the result vs. biomechanics aspect that worked. Basically that juggling example was extremely interesting, and deserves greater thought.
Key Concepts: Everyone learns differently, and just because you don't learn a particular way, does not mean you are dumb.
Key Terms: perceptual problems
Making Connections: I was very interested in the juggling technique that was mentioned in class. I don't have a particular connection to it, but I think the idea of using physical activities to unlock the brain is fascinating. Or perhaps it wasn't the physical aspect of juggling, but the result vs. biomechanics aspect that worked. Basically that juggling example was extremely interesting, and deserves greater thought.
Luke Shepherd ER Chapter 8 Summary
Chapter Summary: Words can be a great influence for good or for evil. Sometimes words just don't suffice to convey the meaning or depth to a concept or a feeling, other times the right word can spark within us an emotional and physical response appropriate to what we need. Sometimes words tie us up and make us think or associate the music with a rigid, wordy instruction of how it should sound which can end up tensing and restricting us, thus restricting and tensing the music. I loved the notion of acting out the character of the music. When we can lose ourselves in the identity of the music, how it feels, how it reacts, and explore the music as if it were it's own unique identity we can come to feel the music. Words can, with the right association, help us on the right track to finding or recalling that feeling, but words without feeling is just stale air.
Key Concept: The right words with the right association can be powerful tools in our arsenal to learning and teaching music.
Key Terms:
Making Connections: Sometimes when I see or hear the word 'forte' I automatically get tense in my whole body, because I have associated forte in the past with some of those feelings or emotions. However, forte on the saxophone, piano, and singing are all very different, furthermore, forte for one piece of music isn't the same as forte for another piece of music. I need to learn to explore the words in my music and associate them in different ways to the character or mood of the piece rather than assuming that all fortes are created equal.
Key Concept: The right words with the right association can be powerful tools in our arsenal to learning and teaching music.
Key Terms:
Making Connections: Sometimes when I see or hear the word 'forte' I automatically get tense in my whole body, because I have associated forte in the past with some of those feelings or emotions. However, forte on the saxophone, piano, and singing are all very different, furthermore, forte for one piece of music isn't the same as forte for another piece of music. I need to learn to explore the words in my music and associate them in different ways to the character or mood of the piece rather than assuming that all fortes are created equal.
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