While student teaching with Mr. Adee at River Road Elementary School, I observed the adeptness of his pedagogical improvisation. He challenged me to be more flexible as a teacher, utilizing various instruments, found sounds, and online instruments quickly and according to student-generated input. In the past, my lessons contained more teacher-generated ideas, and I would follow pre-meditated plans carefully. However, in my student teaching, I learned how to both encourage and utilize student-generated ideas, balancing them with my own. I found that learning objectives could be met, and perhaps with even more memorability and personal investment when I practiced this flexibility. This made lessons more exciting for me, strengthened my adaptability as a teacher, and increased student ownership and excitement.
Part of my music education philosophy involves students having ample opportunities to create and play music while also feeling included and validated; now I feel I know how to provide these moments for students. If a student comes into a Zoom lesson with a special toy or object, sometimes I will make up a short melody about the object or use it to teach a concept the student is learning. Toys are not necessarily “enemies” of the lesson; they can easily be incorporated for singing echoes or practicing melodic contour. For example, one of my students recently was learning a rote song on the piano, so I improvised and added words to it that were Godzilla-themed. The student, an avid Godzilla fan, was extremely excited and seemed to learn the song and commit it to memory more quickly than usual. Having greater teacher flexibility means not only more musical improvisation and excitement, but also a greater sense of inclusivity in my classroom. When I validate student ideas, hobbies, and events, more students feel included and affirmed. I did not use to place high value on teacher flexibility through student-generated input, but it is integral to my teaching its social and academic benefits.
Evie Haskell Processfolio 