Starting points: • How are our students, their peers, and the general public engaging with music outside of school contexts?
I think that it is safe to say that music is a part of almost everyone’s life in some way or another. For example, my friend, Michael Lee, who is a med sci student here at Western, always listens to a variety of music while he is studying. My dad engages with music by playing guitar in his spare time, which is something he has not learned in a formal setting. Music is a part of every student’s life. Many students enjoy listening to their favourite genres outside of school, such as pop, rock, rap, etc. However, many of these are not genres they will be exposed to in a school context.
• To what degree are we preparing students to engage with music in the broad ways taking place outside of school in a sophisticated manner?
I personally feel that we are not preparing students at all for the broad ways music can be explored outside of school. Most high school music programs focus on a very classical, formal approach to music teaching, which often involves a heavy emphasis on theory and analysis of classical music, or with the idea that students will go on to be music teachers. However, there are so many ways that music is used in a career sense that we are neglecting to teach youth. For example, nowadays, there is oppertunities in electronic music, mixing music, pop music producer positions, etc. These branches of music are often completely ignored in a school context.
Continuing the conversation:
• What types of musicianship and music literacies are most beneficial for students?
-I think that there is no particular “type” of musicianship or music literacy that is most beneficial to students. I think this is entirely individual to that particular student and their interests. For example, a student who is mainly interested in pursuing classical music, might find it more beneficial to learn formal music training such as theory, or conducting, etc. However, a student who is very interested in rap and EDM music might find it more beneficial to learn about different software that can be used to create this type of music, and different techniques that are used. This is why it is important that we provide a well rounded learning experience for all music students.
• What is the music educator’s role when students engage with participatory culture?
I think it is important for the music educator to make their students aware of respecting cultures and copywright while engaging in participatory culture. It is also important for the music educator to allow a creative outlet where there is no judgement, and allow the student to explore different sounds/techniques in music making.
• How might we balance a creator’s intent and music with students’ creative interpretations and remediations?
I think it is important to respect and acknowledge what the creator’s intent is for the piece of music being practiced or discussed, and allow our students to interpret this in a respectful manner, particularly in cultural music. We should allow our students to share their thoughts or interpretations of a piece of music, and provide a no-judgement zone for their ideas or thoughts on a piece of music.
Moving toward convergence:
• What aspects of our programs are we willing to change in order to more closely reflect participatory culture in our classrooms and ensembles?
I think it is important to change the narrowness of music that is taught in the classroom, and rather broaden the range of types of music that is taught to more closely reflect participatory culture. Allowing a more hands-on approach to music, such as allowing students to pick up instruments and explore their own creative ideas, will aid in moving towards this idea of participatory culture which is so beneficial to learning.
• How might ensembles and music classrooms be modified or restructured to allow for new and emerging contemporary musical practices?
I think it is important that we step away from the formal approach to learning, and instead provide more informal learning practices. I think many students will find it more beneficial to explore their creativity through making music, rather than just analysing it in a formal context. By allowing students to pick up a guitar, without any rules or instruction, this will allow that student to comfortably explore what they are capable of musically and creatively.