Questions:

How can the culture of an elementary classroom develop slower, faster or even different
than another grade level classroom?

When students enter elementary school music classrooms, how can the expectation of
the lesson and atmosphere differ? Is there a standard I need to meet other than a SOL
stand point?

What kind of music field trips can I do with my class at such a young age. Am I even
aloud to take students outside of the classroom. If so what is the process of doing a
music field trip?

What is the best way to go about surveying young minds on lessons and what they want
to learn in the future of the class. Does the survey need to be more percises? Should I
stay away from written or computer based surveys?

When educating younger students, can I convince them something is easy even though
its hard and keep them from psyching themselves as well as have them achieve
something as long as they don't expect it to be hard?

Research Questions:

● When students enter elementary school music classrooms, how can the
expectation of the lesson and atmosphere differ? Is there a standard I need to
meet other than a SOL stand point?

● When educating younger students, can I convince them something is easy even
though its hard and keep them from psyching themselves as well as have them
achieve something as long as they don't expect it to be hard?
Rationale:

● When students enter elementary school music classrooms, how can the
expectation of the lesson and atmosphere differ? Is there a standard I need to
meet other than a SOL stand point?

I chose this one because meeting the standards of learning are important. This
does not make a classroom however, how can I build an atmosphere to have set
standards that the students do when they enter our class. How can I make sure they
respect each other, don't talk over one another, or hinder each others learning
experience. I need to build in my own standards if I want to have a successful
classroom. Something along the lines of having the students come into the classroom
and then instantly start singing along. How can I set it up so expect that to happen?
How can I set it up so they also engage naturally also? How do I change standards if I
need to make adjustments for a specific class or even a single student?

● When educating younger students, can I convince them something is easy even
though its hard and keep them from psyching themselves as well as have them
achieve something as long as they don't expect it to be hard?

We talked about this during my Sophomore year music education class and it is a
point I wanted to come back too. I was unable to figure out what book it came from but I
would like to discuss on the point of it. We make things hard for our students when we
tell them it's hard. Playing guitar is hard, well is it? Maybe for the teacher but as soon as
you tell your students that they are going to approach it with caution. Students will build
their own limitations as soon as you start telling them what is hard. Yes guitar is hard for
you. But is it hard for a young 5th grader just picking one up? Chances are it is not
because they can't do it but because you told them its hard and now they have doubts
about being able to do it. The young mind absorbs information so fast, if we treat it like
its any other activity, students may seem to accelerate much quicker than you expect it.
Yes guitar will come hard to some of them but let them figure that out on their part. What
ways can I really push my students if they are not told about an experience being hard.
Could they do more than me even? Could that be the birth of a child prodigy? Is this an
issue because teachers are worried about messing up in front of their students so they
use it as a prefisit?
Sources:

Book: ​Inside the Black Box: Raising Standards Through Classroom Assessment

Citation: ​Black, Paul, and Dylan Wiliam. I​ nside the Black Box: Raising Standards
through Classroom Assessment​. Learning Sciences International, 2015.

Authors: ​ Paul Black, Dylan Wiliam

Summary:

In this book it talks about the standards of the classroom as far as curriculum but
also to help your students on a more individual level. The book “Inside the Black Box”
also talks a lot about students outside of the classroom and what you need to have for
them to feel not only welcomed but given a chance to engage in a meaningful musical
experience. The book also covers different topics about helping students find the class
material interesting and some strategies to make sure they also are enjoying the subject
matter covered within class. I also like that this book goes over students who are far
ahead and how you can bend the expectations for that individual student in order to get
the most out of them.

Website Link:
https://k12teacherstaffdevelopment.com/tlb/what-are-the-different-types-of-standards-in-
education/

Citation:
“What Are the Different Types of Standards in Education?” P
​ rofessional Learning Board
RSS​, PLB Blogger,
k12teacherstaffdevelopment.com/tlb/what-are-the-different-types-of-standards-in-educat
ion/.

Authors: ​PLB Blogger (Professional Learning Board)

Summary:

This blog post is broken up into four smaller sections. These consist of, content
standards, performance standards, benchmarks, and opportunity to learn standards.
The content standards section covers what it is to have grade specific standards also
known as a curriculum. Performance standards are the ones needed to identify students
skills in ability to make sure students are best applying themselves. Benchmarks
determine external assessments as well as benchmark testing. Opportunity to Learn
Standards is an old mid 90s standard. This one specifically made the goal to provide
students with more resources and provide all students with material learning within the
content standards.

Book: ​Brookings Papers on Education Policy

Citation: ​Ravitch, Diane. B

​ rookings Papers on Education Policy: 2004​. The Brookings
Institution, 2004.

Authors: ​Diane Ravitch

Summary:

This book covers points on many different educational standards within policy as
well as outside. It makes points that hit on standards within the learning practice, these
standards are very clear and also pointed. When it comes to writing more standards
there's discussion points on that and what it takes to write new ones and reflect and
revise old ones. I value this because I think SOLs do help us in some ways have a
unified goals, even though they aren't perfectly reflective of what each student needs we
can work with these students and when it comes to designing new ones take these
experiences and put them to good use.

Article:​ A qualitative analysis of haptic feedback in music focused exercises new

interfaces for musical expression
Citation: ​Young G. W., Murphy, D. and Weeter, J. (2017) 'A qualitative analysis of
haptic feedback in music focused exercises new interfaces for musical expression',
Proceedings of the international conference on new interfaces for musical expression,
NIME '17, Aalborg University Copenhagen, Denmark, 15-19 MAY, pp.204-209

Authors: ​Young, Gareth W.; Murphy, David; Weeter, Jeffrey

Link:
https://cora.ucc.ie/bitstream/handle/10468/4094/2978.pdf?sequence=1&isAllowed=y

Summary:

This covers different uses of feedback along the lines of not only giving it but not giving
it at all. Along with providing feedback in different atmospheres and the differences it
can make when it comes to designing the experience. When it comes to providing depth
and a useful sense of feedback, it suggests sometimes the wrong feedback can be way
worse than feedback that is constructive. Feedback contributes to the reflecting period
but if reflecting upon an experience is wrong it can be counterintuitive to the product.

Book:​ Music Education: Cultural Values, Social Change and Innovation

Citation: ​Walker, R. (2007). ​Music education: cultural values, social change and innovation​.
Springfield, IL: C.C. Thomas.

Authors: ​Robert Walker

Summary: T ​ his book goes over the revisions pointed out in the past that the education
has gone through with some of its standards. I thought this was an excellent insight on
the growth of our standard program and finding new ways to challenge the students.
Standards are always changing which hopefully are raising the bar for students. I enjoy
that this book isn't scared to voice its opinion and that the points made are very precise.
Article: M
​ usicking: The Meanings of Performing and Listening

Citation: ​Dell'antonio, Andrew, and Christopher Small. “Musicking: The Meanings of

Performing and Listening.” N​ otes​, vol. 55, no. 4, 1999, p. 883., doi:10.2307/899585.

Authors: ​Andrew Dell’antonio, Christopher Small

Link:​https://edisciplinas.usp.br/pluginfile.php/2245630/mod_resource/content/0/Musickin
g_Small-fich.pdf

Summary:

This is an article that goes over not only performing but listening and how to use
listening effectively. Performing doesn't have to be relative to a stage but it has a direct
line to assessment. Along with the assessment listening is an important aspect in all
development of musicianship. These things are both directly related to feedback as well
as goal setting and understanding the standards you are setting in the classroom and
following for the state.