Creative Thinking

Building a better thinker...

I spoke last week about the need for Music Educators to consider the value-added nature of our teaching. How we must always be on our guard and advocates for our programs. One of the best ways we can ensure our role as a key member of the learning team is by helping our students become 21st century learners. As music educators, we are uniquely positioned to see our students express themselves in ways many of their other teachers (specifically their core academic teachers) may never experience. I have often had discussions with my colleagues where it is abundantly clear that "Johnny" is not the same student in my class as they are in math or social studies. Kids who may not excel anywhere else can find their home in the music room, whether in a performing ensemble or other music classes, and the skills they learn in our rooms can then be applied in other areas of their lives (both academic and not.)

The crux of this transformation is creativity. 

A core member of the 4Cs of 21st century thinking:

The apex of Bloom's Taxonomy:

... and where other disciplines may struggle with incorporating creativity into their lessons, the arts are inherently creative positioning the music classroom as the place where that skill can be learned. Bauer (2014) discusses some of the body of research into developing the creative mind and fostering creativity in our students and while there are as many techniques as there are teachers and learners, the basic formula is to provide students with sufficient opportunity, resources, stimulation, and time.

I am proud of my fostering of creativity especially in my 8th grade general music classes. As a teacher of the particularly squirrely middle school age, I truly believe that this is the age where students will either develop the confidence to believe in their creativity for the rest of their lives, or fall into the trap of thinking that creativity is some magical thing that you're either born with or not (and assume that they fall into the latter.) My general music classes are comprised only of those students who have chosen not to participate in the band or chorus, which means that I often get the kids who believe that they have no musical talent. Convincing them to be musically creative in the midst of the emotional upheaval and social minefield of the middle school years can be a challenge, a challenge I face bravely by... tricking them into it... and letting them use headphones while they work so no one has to hear their mistakes. I use a strictly PBL (Project Based Learning) model in my classroom and by the end of the term I have tricked them into sequencing music for a movie scene - and they don't even realize the amazing things they are accomplishing. By giving them the skills they need little by little with supporting projects before the big final movie project, they are confident in their abilities to use the software (GarageBand on iPads),  I allow them to select any (school appropriate) movie scene they want which increases their motivation to complete the project, and dedicate 5 or 6 class periods exclusively to allowing them to complete the assignment. It's a major time commitment in my short 10 week term, but the results can be extraordinary. Not only are the compositions they create awesome (an example is below), but those who really dedicate themselves to the project end up with this amazing boost to their confidence that you can actually see... they stand taller, meet your gaze differently.

That kind of change, that kind of transformation, they can bring to other classes and off into their 21st century lives.

Untitled from Amanda Johnson on Vimeo.

References

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and    responding to music. New York, NY: Oxford University Press.