What type music or art engages you? By default, most people I know listen to an ipod , car CD, or an Internet radio station (Pandora). While contemporary citizens — such you and I — may favor listening to what we know, there is strong empirical evidence that broadening our musical and artistic tastes has promising rewards, academically speaking.
A Fine Arts Education Dilemma
Gutek (2005) poses an interesting perspective on teaching TODAY’S students. Regarding Plato’s The Republic, Gutek states, “Plato raised the issue of continuity and change in culture, society, and education” (Gutek, 45) . Should educators teach BOTH continuity and change? From this writer’s perspective, the definitive answer is “Absolutely!” That is precisely why this blog exists.
In the 21st century, the question exists as to the level to which schools should “be conservators of the cultural heritage or agents of social change” (Gutek, 45). Music Technologists have the capacity to lead students in multifarious ways of creatively promoting values-laden cultural heritage through unique means.
NCLB (2001) holds schools highly accountable for the 3R’s and places some institutions down to the mat with AYP. With such accountability strongholds over today’s schools, should schools invest in incorporating current issues and new technology into the curriculum (Gutek, 2005)? Dr. Gutek, the obvious answer is a resounding “Yes!”.
My ClassICK Education
With acronyms galore, you may be inquiring what the “ICK” in ClassICKs stands for? It is a shortened version of the term “icky”, meaning distastefully sentimental. There were times that my own education seemed “icky”, uninteresting and disengaging. How about your education? If we are honest with ourselves, much of our own traditional education seemed irrelevant – at least – at the time.
As a music educator, I have spent many hours learning how to perform music. I began piano lessons at age six. Oh, did I tell you that I wore my baseball uniform to my piano lessons? Yes. I played baseball and football too through ninth grade. Plato would have strongly supported my ClassICal music education paired with a love for sports. My high school years were filled with choral and vocal performances. What joy!! Music always engages me in learning.
Today’s ClassICal Music Education
True Story. A few choral students were preparing to audition for vocal solos competition. The vocal literature requirements included sining an Italian Art Song. (Commentary: Disney music does not typically produce winners at vocal competitions – at least in my experience.)
It all happened so fast…in my classroom. It went something like this. “Guys, I want to teach you a really cool, CLASSICAL vocal solo this week…Let’s take a few minutes and hear it at Youtube“.
The CRUX of the matter
It’s all about the music, friends. Musical experience must precede musical knowledge. “So, who cares about some dead composer named Giordani anyway?” Herein lies the problem with music instruction. No one cares about knowing facts about a composer – unless “the composer” is linked to an exciting musical performance.
Key: Learning “names and dates” does not engage students in learning, unless students link new knowledge to prior knowledge or previous learning experiences.
February 2011 – “Caro Mio Ben” LESSON – YouTube
My students and I watched several GREAT performers sing the ClassIC vocal art song, “Caro Mio Ben”on Youtube.com. The first performance caught everyone off guard and sealed the deal! Luciano Pavarotti did it again! Most every student was unfamiliar with Pavarotti. Yet, we were blown away at 8:08 a.m. by his amazing performance! A student asked about why Pavarotti carried a white handkerchief during his performance. (Music history time based on the “readiness factor”). We discussed Pavorotti’s death, his large fan base, marriages, his children, his final world tour, etc. The Learning Connection was happening right before my eyes!
The Cecilia Bartoli performance was too smaltzy for most students . This performance seemed ClassICKY for these teens. Well, “no problem”. Let’s watch someone else. Blah. Blah. Click. Click. Man, our Internet is so slow today. Then… it happened. We observed a teenager perform “Caro Mio Ben” on Youtube. This teenager was serious, passionate about singing and had a great voice. The connection went deeper into the psyche of my high school students than I thought it would. They were getting primed for performance.
Character Education using Youtube.com?
Giordani’s “Caro Mio Ben” fit Plato’s criteria for education usefulness. Plato said, “Melodies imitating the sounds and accents of men courageous in the face of danger and those suitable to peaceful men are allowed, but modes suiting laments or revelries are forbidden (399b). Only simple instruments such as the lyre, zither, and pipe are permitted (399d). Every component of speech must follow the disposition of a good soul; “Good speech, good harmony, good grace, and good rhythm accompany good disposition” (400e).
The Effect on Student Performance
Typically, the first run-through of a vocal or choral song is lacking much in quality. Students, who are not excellent sight-readers, usually miss notes and pitches. English-speaking students do not normally understand Italian. Based on my experience, students need much repetition in learning lyrics, notes and pitches before they approach a desirable level of vocal performance.
Thanks to Ms. Velarde, we learned how to parrot the Italian lyrics in a matter of minutes.
First run-through. Most every student was able to fairly accurately perform this 18th century Italian Art Song with lyrics on the first try. Why? I honestly believe that I used every imaginable avenue open to us at the moment to enhance student engagement in learning. Students were able to mentally rehearse the notes, rhythm, expressive content and foreign language prior to being asked to actually perform the music.
The ClassICs still rule when they are taught using 21st century learning designs. The content holds the potential for enhancing good character. By removing the ICK factor in music education, students can still engage in meaningful learning with classical music.
Gutek, G. L. (2005). Historical and philosophical foundations of education: A biographical introduction (4th ed.) Upper Saddle River, NJ: Prentice-Hall. ISBN: 978-0-131-13809-4.
No Child Left Behind Act of 2001. (2011). The Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001. Retrieved from the website http://www2.ed.gov/nclb/landing.jhtml