TN Musician Vol. 70 No. 4

WORKING TOWARD
PROVIDING A POSITIVE
LEARNING ENVIRONMENT
FOR ALL STUDENTS, WE ARE
FACED WITH THE CHALLENGE
OF MEETING THE NEEDS OF A
VERY DIVERSE POPULATION
OF LEARNING STYLES AND
BEHAVIORS.
based on preparation, organization and planning prior to the start of
each class, as well as, evaluation and adjustments during each class.
We must accept all students into our music classes. First and foremost,
communication prior to the placement of the special needs or
at-risk student will help alleviate many challenges that tend to occur
throughout the year. All placement decisions should be based on the
child’s ability to function in the music class and the teacher’s ability
to accommodate the child’s needs. It is imperative that the team of
educators associated with the special needs or at-risk student meet
prior to the student’s inclusion into the music class. At this meeting,
in order to design a curriculum plan best suited for the individual
student, the diagnoses and functioning levels of the student need to
be addressed, evaluated and discussed. The following topics should
be included in the discussion: eligibility category of the student, academic
strengths, academic concerns, level of reading comprehension,
level of writing ability, required accommodations, social strengths,
social concerns, “triggers” that might upset the student, techniques
to de-escalate student’s negative behavior, techniques for rewarding
student’s positive behavior, social accommodations, physical conditions,
physical accommodations, mental conditions, goals for inclusion
into the class and the type of grading best suited for this student.
Once the child is enrolled in the class, and the teacher has knowledge
of the child’s abilities and challenges, lessons need to be well
planned prior to the start of each class. In order for music lessons to
be effective, the lesson plan must be focused on the desired outcome.
What is the intent or purpose of the lesson? What are the benefits for
the students? The following list of benefits is not all inclusive but
provides a starting point for the preparation of a lesson plan: tools
for developing social skills, organizing and/or managing behavior,
developing cognition skills, developing communication skills, developing
motor functioning skills, developing listening skills. With a
diverse population of students in our classes, we may have to design
multiple lessons plans for one class as we strive to meet the needs of
our students with special needs, at-risk behaviors, non-official needs
or just being a regular child.
One of my “typical” classes may consist of 25 students with scholastic
abilities ranging from advance placement students to students in
the Contained Learning Center (CLC). Throughout each activity I
must observe, assess and adjust the participation of each student.
In a single activity, during the course of a lesson, I must modify the
lesson so that every student has the opportunity to participate at his
or her own ability level. The modification may be adjusting the music
so it is challenging for one student and simplified for another. This
task must be accomplished in a seamless manner so that the entire
class can continue to play the music. Just as a fine chef delivers the
meal at the same time to a party of 25, we must serve our students at
the same time in an individualistic, yet holistic and organic manner.
We must be organized and prepared to teach each class effectively.
To the same degree of importance, we must be ready to be flexible
enough to change our lesson based on the needs of our students. We
must remember that the music and the students dictate to us how we
must adjust our lesson plans. It is our job to give ourselves permission
to “shift gears” during a lesson.
Working toward providing a positive learning environment for all
students, we are faced with the challenge of meeting the needs of a
very diverse population of learning styles and behaviors. In order to
diminish the occurrence of negative behavior in the classroom it is
imperative for the music educator to offer experiences that encourage
the child to be engaged, and on task, during daily classroom activities
(Taylor et al., 1997). Our lesson plans must be designed to assist in
motivating students toward desiring to become healthy, valuable,
contributing members of our music class.
Let’s be honest, in order for students to be engaged in classroom activities,
the curriculum must be interesting and the teacher must
be motivating. Even a passionate teacher would have difficulties
engaging students in a boring, non-relevant curriculum. As music
educators, we must offer experiences that will encourage our students
to become engaged with their school environment, change their attitude,
select healthy choices and discontinue behaviors that disrupt
their education and the education of their peers. Our music classes
should be designed to provide opportunities for the student to become
engaged in school activities and encouraged to be motivated toward
being successful in life. Designing and implementing an engaging
curriculum is the first step toward success.
The curriculum design for my general music class is based on handson
activities that address the development of focus, respect and community
awareness: principles necessary in addressing and modifying
at-risk behaviors. The lessons are based on a combination of Will
Schmid’s “World Music Drumming Curriculum” (WMDC) and arrangements
of traditional Ghanaian music. The WMDC provides an
opportunity for students to develop listening and focusing skills, and
develop a solid foundation of basic playing techniques necessary in
the study of World Music. The World Music, with an emphasis on
Ghanaian music, incorporated in this curriculum focuses on the
importance of the individual within the community while playing
rhythmic patterns, and combinations of rhythmic patterns, that require
the student to concentrate on the music and listen attentively
24 | TENNESSEE MUSICIAN | 2018 | Volume 70, No. 4