This week's topic dealt with Behaviorism, and the ideas of reinforcement through homework/practice and effort. These topics go hand in hand. It is circular in nature. Students who do not complete their homework show little effort, and therefore exhibit poor behavior patterns. Their lack of effort shows in their test scores and overall grades. The students, thinking that it will be impossible to raise their low grades, will continue to not complete homework, thereby showing continued lack of effort and continuing the poor behavior patterns.
Music is one of those subjects where effort and practice are one in the same. Lack of effort shows immediately in beginning music (band/orchestra) students. As I tell my students, "It doesn't take a rocket scientist to figure out that you haven't practiced." In the past, practice sessions at home could only be monitored by parents. Unless the parents had musical training, it was almost impossible for the student to receive immediate feedback. But, with the advances in technology, music companies have integrated computer programs into their methods books. With the use of the CD-ROM and a microphone, a student can practice their lessons at home on the computer. The program keeps track of what the student is playing, and judges whether or not the student has played correctly. The correct notes light green, the incorrect notes light red. The results of the practice sessions can be emailed to the teacher, who can then keep track of the students' progress on a spreadsheet. Practice and effort can be seen over time, on the computer screen and in how the ensemble sounds.
Hi Raymond,
ReplyDeleteDo you currently use a program like the one you describe to monitor your students' practice at home? Also what alternatives can be offered to students without access to a computer? Would you ask them to record their practice on a tape recorder or would this be more of an optional assignment? I can imagine it is very frustrating to find that the class is not ready to play. As a former piano student who never liked practicing much, I know it's hard work! :-S
Many years ago, when I was a band student, our parents had to sign a practice sheet verifying that we had indeed spent the required amount of time practicing at home each week. My mother was a teacher, so there was no way I could have talked her into signing it if I hadn't really practiced! Our middle school's band director is constantly frustrated by students' failure to practice. Some of his students have complained to me, saying they keep doing the same things over and over in band class. I remind them that until they practice as they should between classes, they will make very little progress in class. Many of these students exhibit the same lack of effort in their academic courses. They are, by no means, lacking the ability to succeed. They simply are not motivated. I have walked by the band room on quite a few occasions when students were simply sitting in their seats, because they "forgot" to bring their instrument to school. They also "forget" to take it home on the weekends, making practice impossible.
ReplyDeleteI completely understand the frustration of our band director. It's the same feeling I get when students "forget" to complete assignments or to bring the necessary materials to class. It's impossible to help a student who simply doesn't care. We can provide the best technology and the best instruction, but we cannot force the students to learn. At some point, they must accept responsibility for furthering their own education.
Hi Ray
ReplyDeleteI have used the very programs you mentioned both in the Standards of Excellence book and SmartMusic. They both use technology to give an almost game like quality to practicing. But even with the game feel, it still comes down to motivation.
In my choir class this year, I had a boy rejoin choir for his 8th grade elective. Not because he liked to sing, but because the rumor was I was taking the choir to a local theme park for a music festival. He wasn't even interested in the festival, just the theme park. But even with that as his only motivation, he learned he could actually sing. Over the course of the year, he auditioned and was accepted for our local honor choir, has been asked to sing in the audition only/honors choir as an incoming freshman next year and recently volunteered to sing in a small trio. His motivation may have been the theme park, but it led to bigger things. Without that motivation, all of these opportunities would never have opened for him. Our students still need motivation to learn. It may come in a different looking package than getting a good grade or pleasing the teacher, but it still has to be a part of the process. As teachers, we need to help students find that one thing that will motivate them to want to learn. That is the tricky part!
Please disregard my last comment. I meant to post it to a different account and I do not know how to delete it.
ReplyDeleteI find it very interesting that there are computer programs that can judge the effectiveness of a student's music. My son in currently playing clarinet in the 5th grade band. Not having much of a musical background, I may not be the best judge of his playing. It sounds like students get immediate feedback through the use of green and red lights. The positive and negative reinforcements let the students know how they are doing. I think students would be more motivated to practice by using a program like this. It's like a computer game with positive and negative reinforcements.
April,
ReplyDeleteI do not use the program I talked about, because the nature of the classes I have this year do not call for it. Should that change, I will implement the use of the program in class. If students do not have access to a computer at home, I would allow them time on my computer at school to complete the assignment. The program, called SmartMusic, is an assessment/practice tool for instrumental students. I would have it for the students to hone their skills, but also as a final assessment for lessons.
Susanna,
ReplyDeleteI am completely familiar with the situations you describe. A lot of it has to do with the parents not motivating their children to do their best in school. I can remember many times when my parents would take either me or my sister back to school, find the custodian to open up a classroom, and retrieve homework or instruments in order to complete work or practice for the weekend. There is no drive like that from parents anymore.
Kerry,
ReplyDeleteHow true it is! We need to make it seem like a game in order to get the students to work. When I was a student, it wasn't about whether it was a game or not. It was about I did it because my parents said to do it. These days, the students are the ones dictating the situation, saying "give me a reason to work or I won't, and there is nothing you can say or do to make me."
Toni.
ReplyDeleteIf you are interested in getting one of the programs, I highly recommend it. The first is called SmartMusic, and is available through www.makemusic.com Check out this video regarding SmartMusic. http://www.smartmusic.com/Media/Teachers_and_Students/parent.htm
The other program is part of the Standard of Excellence method book, which a lot of music teachers use. Depending on the version you purchase, it comes with a CD-ROM that you put into your computer to use at home. Here is a link to that program overview. http://www.kjos.com/display.php?f=/soe/soe_enhanced.php