Muhamad Yusri

Background

I am currently pursuing the Masters of Education (Music), MEd (Music), at the National Institute of Education in Singapore. The Foundations of Music module I am doing currently discusses the different philosophers of music of current times. What I am finally coming to grip with is the acknowledgement in myself and a full understanding of the gap that exists in me, when it comes to teaching. The ways I teach has been directly influenced by the way I was taught and in some respects, this can be a problem to my students. 

David J. Elliott

Elliott explains praxis is a combination a few integrated themes. (1) active reflection and creative reflective action dedicated to (2) human well-being and flourishing. (3) The ethical care of others, and (4) the positive empowerment and transformation of people and their everyday lives. Thus praxial music education conceives the musical actions we carry out and teach – performing improvising, composing, arranging, listening, leading, conducting, recording, moving and dancing (when applicable) – in two integrated ways. (1) as actions embedded in and creatively responsive to both the traditional and the ever-changing musical-cultural values of musical pieces and processes, and (2) as actions that should be conceived, taught, guided and applied ethically for the positive transformation of students’ individual and community lives. [Elliott, D.J. (2012). Music education as/for artistic citizenship. Music Educators Journal 99. 21-27.]

Reflections

What does this statement mean to teaching band? Is/Can band be perceived as an avenue for music education? 

I grew up in an environment/society that never questioned the ways we were taught. This translated to the way I am teaching now. I use to believe that knowledge must come from an authority and the duty of the student was to accept what was given without question. This way of thinking, of course, has many problematic attachments and questions.

(1) Is the information/knowledge provided true and wholesome?

(2) Does the student get the best exposure to available information?

(3) Is the teacher growing from the process?

(4) What is really the desired outcomes?

I find myself in a situation of REGRET when I think about how I have been conducting some of my lessons recently. I feel that I should have given more thought to how my ‘intended outcomes’ should have been transmitted and shared. I should have given a clearer timeframe for my students to gain the knowledge that I was trying to share. I should not have rushed the ‘understanding, appreciation, reflective and sharing’ processes of music education.

This weekend, my ensemble is involved in a musical sharing with about 15 other secondary school bands and my initial thought was to sit out students who were not ready and allow them the opportunity to observe and learn. Having now a better understanding of what praxial music education means, I will want those students “to do” and “to make” so that they will have a great musical experience. I guess my understanding of “you learn faster by making mistakes, big time!” will be put to a test.

I hope my other students will see why I am doing this.