My apologies to everyone for not getting this out earlier. Life took a turn for the busier just after the conference, and then the new term started. I’m just about back on board now, so here’s the rest of the ASME conference that you’ve all been waiting for with baited breath!
On day three, my first workshop was with Allan Melville, about creating and using electronic resources in the secondary music classroom. I was rather thrilled about this particular one, because I’m a subscriber of his fantastic website, e-learning resources, and Allan and I had spoken on the phone many times prior to this. (If you haven’t yet checked out his website, you really should. It’s awesome.)
I wrote a previous post on this resource, which goes into more detail about all the stuff that’s contained there.
The next workshop, held by Kelly Parkes from Virginia Tech in the US, was a very small and intimate gathering of three or four university lecturers plus myself. The topic was “Supporting and Assessing New Types of Reflective Practice in Music Student Teachers”.
It turned out to be targeted more towards the tertiary instructors, but I still found it useful from a secondary point of view. I’m a big fan of professional reflection, as some of you will know, and I was interested in finding some good ideas for encouraging a thorough reflective process in my student teachers.
I’ve mentored two pre-service teachers so far, and what I’ve found is that mentoring does wonders for my own professional practice as well (but that’s another blog post). Future pre-service teachers may find me a little more demanding after this workshop. I hope so. (*Evil laugh*)
I was particularly interested in the idea of a video diary, where the pre-service teacher is video-taped while teaching, several times over an extended period. Written reflections focus on their teaching practice at that particular moment, and its development over time.
Kelly talked about different levels of depth in reflection, and the importance of guiding the pre-service teacher to say more than just “this is what I did today”, but to actually think about why they decided to use a particular strategy, how well it worked, what could be done to make something work better next time.
The afternoon’s keynote speaker was Laura Hassler, and she delivered a beautiful – at times heart-wrenching – talk about how music can be used to heal and make peace in war-torn countries such as Bosnia. She talked about Musicians Without Borders, an organisation which uses music to do just that.
They travel in small groups on a “music bus”, and bring music to towns and villages where the ravages of war have sometimes affected the people so deeply that they no longer sing. Musicians Without Borders works with the people to help them find their musical voices once more, and in doing so, find healing.
One short film that stuck with me was about their work with the women of Srebrenica, whose lives were torn apart in 1995 when more than 8000 men and boys were massacred during the Bosnian war. The grief and pain on their faces was so deep that I found myself in tears just looking at them. I was in tears again when I saw them smiling, singing, clapping and dancing together, after Lord knows how many weeks and months of musical workshops it would have taken for them to reach that point.
I’ve always known that music has the power to do amazing things, but it was that keynote which really brought that fact home to me.
The Jacinth Oliver Address was given by John Curro, during which he dealt with the rather thorny topic of universities and their handling of specialist music degrees. He argued that far too much time has been taken away from the practical development of students as elite musicians, and given to research and university administration.
I brought this up in conversation at the conference dinner that evening, where I was seated with another university professor from Singapore. He told me that he got into “a heated discussion” about this during the afternoon, so this is obviously a subject of ongoing debate in tertiary circles.
My last workshop of the day was held by Ruth Bonetti, on assertive communication with…how does one say it?…difficult parents. You know, the ones who question why we didn’t award their child an “A” when the child is, after all, a genius.
I swear that Ruth could be a drama teacher (in fact, she probably is). She had the wigs and costumes all ready for us, so we could role-play the “interview with the difficult parent”, if we wished. As it turned out, we were all a bit too reticent for that.
Ruth took us through some strategies and choice phrases one could use to politely suggest that the child actually needs to do some practice during the week to achieve an “A”, or that jumping from grade three to grade five might not perhaps be such a great idea. She delivered these lines with a big, toothy smile and a voice which reminded me of Hyacinth from “Keeping Up Appearances”. Delightfully hilarious!
That evening, we had the conference dinner, which I’ve mentioned. The food was wonderful – my Jenny Craig diet went decidedly out the window. We were also treated to some very fine performances from Best of Brass, the Blenders, and the Canterbury College Cantabile Choir.
Whew! That was day three. Day four will (I promise!) be posted tomorrow. In fact, I’m going away to write it up now.
This article by Gabrielle Deschamps is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.