Transformational Learning Strategies for the Secondary General Music Classroom

2021 ◽  
pp. 275276462110614
Author(s):  
Elizabeth Bucura ◽  
Rachel Brashier
Keyword(s):  
Transformative Learning ◽  
Learning Strategies ◽  
Transformational Learning ◽  
Meaning Making ◽  
General Music ◽  
Prior Learning ◽  
Music Classroom ◽  
Secondary Music ◽  
Secondary Classes ◽  
Skill Building

This article discusses transformative learning in secondary general music (SGM), while considering students’ transitions from elementary to secondary music classes. SGM is uniquely situated for expanded pedagogies and musicianship, yet a gap in music activities persists between elementary and secondary classes and between home and school. The authors suggest that autonomous learning opportunities can foster ownership and meaning making for students toward lifelong musicianship as well as toward transformative learning. Three overlapping aspects of transformative SGM are discussed: skill-building, exploring contextual understandings, and making time and space for creativity and ownership. Emergent curricula that take students’ interests and experiences into account is encouraged. The authors advocate for projects that encourage collaboration beyond the school walls to foster purposeful connections to prior learning and personal music growth.

Employing Technology Industry Methods to Facilitate Transformative Learning Experiences in the Classroom: Insights From a Pilot

2020 ◽  
pp. 237337992092510
Author(s):  
Eleanor T. Shonkoff ◽  
Theodore Fitopoulos ◽  
Sara C. Folta
Keyword(s):  
Transformative Learning ◽  
Transformational Learning ◽  
Learning Experiences ◽  
Graduate Course ◽  
Final Exam ◽  
Innovative Strategies ◽  
Class Time ◽  
Technology Industry ◽  
Pilot Work ◽  
Skill Building

High-impact, transformative educational practices change the way students see themselves and others, as well as impart knowledge. Practices from the technology industry may offer innovative strategies for fostering transformational learning experiences. We developed and implemented two innovation techniques—Hackathon and Innovation Time Off (ITO)—in a graduate course on social psychology and public health nutrition. The Hackathon occurred in the sixth and seventh weeks of the course; the last 4 weeks provided 10% of class time for ITO projects. All enrolled students participated in the pilot study ( n = 6; M age = 27.5 years; 83% female; 67% White) and completed reflection papers during the final exam period. Student learning was assessed from these reflection papers using a rubric for transformative versus nontransformative changes in five areas: confidence, pride, skills, perspective, and identity. Student responses revealed transformative changes in perspective ( n = 7). Additionally, nontransformative changes were found in confidence ( n = 1), identity ( n = 2), perspective ( n = 4), and skills ( n = 9). This pilot work suggests that the Hackathon and ITO contributed to perceived skill-building in problem-solving and teamwork, and the Hackathon may have led to transformative changes in perspective; ITO may not be appropriate for learners who need structure; high confidence remained unchanged; and these strategies are likely to be feasible and replicable.

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

A Mixed Methods Study of Factors that Enhance Louis Stokes Mississippi Alliance for Minority Participation (LSMAMP) Students Degree Attainment in STEM

2021 ◽  
Vol Vol 66 (1) (January (1)) ◽  
pp. 6-27
Author(s):  
Felix A. Okojie ◽  
Martha Tchounwou ◽  
Clifton Addison
Keyword(s):  
Mixed Methods ◽  
Learning Strategies ◽  
Financial Incentives ◽  
Institutional Environment ◽  
Degree Attainment ◽  
Peer Group ◽  
Prior Learning ◽  
Minority Participation ◽  
Interactive Lectures ◽  
Infrastructural Support

The purpose of this study was to advance the literature addressing best practices capable of bridging the retention and completion gap in STEM education for underrepresent minority students. Using a mixed-methods design, this article delineates Louis Stokes Mississippi Alliance for Minority Participation (LSMAMP) program experiences, instructional strategies, institutional practices and students’ persistence within the LSMAMP community. Five main themes emerged from the student interviews and survey results: (1) early exposure to STEM and familial support; (2) hands on involvement and academic intervention activities; (3) Peer group support; (4) institutional environment and infrastructural support; and (5) financial incentives. The top choices of faculty about institutional and instructional practices and learning strategies that enhance student learning and degree attainment were faculty mentoring, student opportunities to present research at or attend professional conferences, faculty advising, faculty tutoring/study sessions, peer tutoring, interactive lectures, and student opportunities to connect prior learning to new lecture content.

Research-to-Resource: Developing a Culturally Responsive Mind-Set in Elementary General Music

2018 ◽  
Vol 37 (2) ◽  
pp. 11-14 ◽  
Author(s):  
Jacqueline Kelly-McHale
Keyword(s):  
Culturally Responsive ◽  
Community Context ◽  
General Music ◽  
Practical Applications ◽  
Music Classroom ◽  
School Teaching ◽  
Elementary General Music ◽  
Cultural Responsivity ◽  
Mind Set ◽  
Context Specific

The terms culturally responsive teaching and culturally responsive pedagogy have become more common in the vernacular of public-school teaching. However, practical applications of cultural responsivity are not often clearly presented due to the nature of being responsive. Responsivity requires knowledge of students and community (context) specific to each teaching context. Content and materials should then be derived from the development of the contextual understanding. This is why presenting a tool box of culturally responsive practices is not possible when seeking to become more culturally responsive in the classroom. This article seeks to situate cultural responsivity as a mind-set as opposed to an approach or method within the elementary general music classroom. Practical steps that can be taken toward the development of this mind-set are then presented with a focus on context and content.

scholarly journals A tensor decomposition-based integrated analysis applicable to multiple gene expression profiles without sample matching

2021 ◽  
Author(s):  
Taguchi Y-h. ◽  
Turki Turki
Keyword(s):  
Gene Expression ◽  
Learning Strategies ◽  
Expression Profiles ◽  
Gene Expression Profiles ◽  
Tensor Decomposition ◽  
Integrated Analysis ◽  
Rna Seq ◽  
Prior Learning ◽  
Multiple Gene ◽  
Machine Learning Applications

Abstract The integrated analysis of multiple gene expression profiles measured in distinct studies is always problematic. Especially, missing sample matching and missing common labeling between distinct studies prevent the integration of multiple studies in fully data-driven and unsupervised manner. In this study, we propose a strategy enabling the integration of multiple gene expression profiles among multiple independent studies without either labeling or sample matching, using tensor decomposition-based unsupervised feature extraction. As an example, we applied this strategy to Alzheimer’s disease (AD)-related gene expression profiles that lack exact correspondence among samples as well as AD single-cell RNA-seq (scRNA-seq) data. We found that we could select biologically reasonable genes with integrated analysis. Overall, integrated gene expression profiles can function analogously to prior learning and/or transfer learning strategies in other machine learning applications. For scRNA-seq, the proposed approach was able to drastically reduce the required computational memory.

Mindfulness Access Points in General Music: Singing, Breathing, and Self-Awareness

2021 ◽  
Vol 35 (2) ◽  
pp. 43-46
Author(s):  
Edward Varner
Keyword(s):  
Life Experiences ◽  
Holistic Approach ◽  
General Music ◽  
Self Awareness ◽  
Access Points ◽  
Music Classroom ◽  
The World ◽  
The Moment

The purpose of this column is to promote the use of focused breathing and singing as access points to improved student self-awareness in the general music classroom. Singing is a holistic activity with the healing potential to improve and transform many traumatic life experiences endured by our students. Similarly, mindfulness breathwork is a holistic approach used to enhance self-awareness in the moment and can reduce anxiety. Both pursuits have the potential to help students overcome difficulties of fear, stress, and anxiety. Both practices expose participants to new ways of understanding themselves and the world around them while creating important access points to mindfulness and self-awareness.

Exploring My Images of Mathematics and Its Influence on Learning

2020 ◽  
Vol 11 ◽  
pp. 23-48
Author(s):  
Basanta Raj Lamichhane
Keyword(s):  
Mathematics Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Lived Experiences ◽  
Quality Standards ◽  
Ethnographic Research ◽  
Transformative Learning Theory ◽  
Pedagogical Approach ◽  
Negative Images ◽  
Teaching Learning

The major aim of this paper is to explore my images of mathematics and its influences on my teaching-learning strategies. I have employed an auto/ethnographic research design to excavate my lived experiences largely informed by interpretive and critical paradigms. To generate field texts dialectical and historical-hermeneutic approaches have been used. The Habermas’ knowledge constitutive interest and Mezorows’ transformative learning theory were used as theoretical referents. The writing as a process of inquiry has been used to create layered texts through thick descriptions of the contexts, critical self-reflexivity, transparent and believable writing aiming to ensure the quality standards of the research. The research illuminates that most of the negative images of mathematics have been emerged by the conventional transmissionist ‘one-size-fits-all’ pedagogical approach. Likewise, it has indicated that to transform mathematics education practices towards more empowering, authentic, and inclusive ones, it must be necessary to shift in paradigms of teaching and practitioners’ convictions, beliefs, values, and perspectives as well.

Sign in / Sign up

Export Citation Format

Share Document