Bloom's Taxonomy and 9 Standards

                There are 6 cognitive levels that fall under Bloom’s Taxonomy:  remembering, understanding, applying, analyzing, evaluating and creating.  These traits provide a means of expressing qualitatively different kinds of thinking.  They organize thinking by beginning with the most basic forms of remembering, all the way to more a complex thinking of creating. 

                Although it may not seem like it at first, Bloom’s Taxonomy shares similarities to the National Standards for Music Education.  They both use active verbs to describe each category or standard.  Some of these key verbs include understanding and evaluating which are listed under both topics.  Other words listed on the standards like composing and improvising can be linked to creating under the Bloom’s Taxonomy pyramid. 

                When Bloom’s Taxonomy is applied to specific learning activities whether it’s a music lesson, playing an instrument, or a studying a unit in social studies, it will help develop the full range of students’ cognitive abilities. 

Assertion #3

Results in any classroom are generated in the interactions, around specific content, among students, the subject matter, and the teacher.

I believe this statement is wholeheartedly true.  Teachers are the core or root in creating progressive results.  Establishing good rapport in the classroom and clear expectations at the beginning of the year will result in positive relationships amongst students.  Teachers need proper academic training and professional development courses in order to assist in students’ learning challenges.  Teachers who are prepared for their work will show positive results while teachers who are underprepared may show negative results.    

TERMS

Cognitive learning: The theory in which a concept is introduced at one level and revisited at successive levels and ages, each time with deeper understanding and mastery.

Cooperative learning: involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success

Eurhythmics: The art of interpreting musical compositions by rhythmical, free-style bodily movement.

Multiple Intelligence Theory: A set of criteria to define intelligence based upon analyzing the abilities that enable human beings.  All human beings possess varying abilities in all intelligences which are: Linguistic, Logical-Math, Musical, Bodily Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalistic, and finally Spiritual.

Rote learning: A memorization technique based on repetition. The idea is that one will be able to quickly recall the meaning of the material the more one repeats it

Think-pair-share: A strategy used to check for understanding that is used during discussion times.  Students are given the opportunity to discuss their responses in pairs or small groups. 

Checking for Understanding: A mental process wherein the learner is asked to summarize his or her perception of what has been learned

9 Music Standards

NATIONAL STANDARDS IN MUSIC EDUCATION

1. Singing alone and with others, a varied repertoire of music.

2. Performing on instruments, alone and with others, a varied rep. of music

3. Improvising melodies, variations, and accompaniments

4. Composing and arranging music within specified guidelines

5. Reading and notating music

6. Listening to, analyzing, and describing music.

7. Evaluating music and musical performances

8. Understanding relationships between music, the other arts, and disciplines outside the arts

9. Understanding music in relation to history and culture

Music, Culture, and Early Child Development YouTube Video

I found this video to be very informative because it had some key points. One that particularly stood out to me was using music to remember things.  Just as history was passed orally through music before written documents, we still use this music for remembering things.  This is especially true in the lower elementary classrooms where we teach students simple songs like the ABC's to learn their alphabet letters and also color songs to remember the correct spelling.  

 

During 6th grade my class was struggling with the remembering prepositions, so Mrs. Stapleton had the wonderful idea of having us memorize them in order to a familiar tune.  I sang mine to the William Tell Overture (horse racing song) and to this day, I can still remember my prepositions. 

 

It may have seemed like a silly idea at first but, music can be a powerful tool that allows students to store valuable information and should be used as much as possible in the classroom. 

Questions 1-8

Music and the Creative Processes: Blog

 

Music IN Education....Things to Think About

 

1. How do you use music in YOUR life?

Music is a big part of my life, every morning as I drive to work I will listen to the radio or CD’s with my favorite songs in my car.  I also sing songs to my 3 year old to help him learn his letters and assist with his counting.  Listening to music is a definite must while doing intensive cleaning throughout my house; it makes it go so much faster and gives me a boost of energy!

 

2. What musical activities and interests did you have as a child?

I’ve always loved to sing and I can remember participating in our annual church talent show singing in front of the congregation.  They were so much fun!

 

3. Have you observed children at musical play?

Yes, I work at an elementary school as a teacher’s aide and have observed children jumping rope while singing along to a playful song keeping a steady rhythm while they twirl the rope during recess duty.  I’ve also watched them play hand games where they clap at a steady rhythm. 

 

4. Are there some musical skills you are able to teach to children more easily than others?

There definitely are easier skills than others, the teaching of lyrics and rhythm to a song may be easier to show students than the actual tone or staying in key; an even more difficult task would be to read music and perform it correctly. 

 

5. What do you think that all children should be able to do, musically, as a result of a MUSICAL

education?

I believe all children should be able to memorize song lyrics and sing them with a steady rhythm and proper tone. 

 

6. Have you ever observed a teacher integrating music into the classroom? Cite examples.

Lower elementary grades use music quite often.  Kindergarten and 1^st grade teachers typically use a song at the end of calendar time or to transition from one subject to the next.  I’ve also witnessed a 3^rd grade teacher using music by playing classical music softly in the background while students work on their writing.

 

7. How do you think music can be integrated into the elementary classroom?

As stated in question 6, integrating music during calendar time can be effective for the younger grades.  Having a song at the end of the day to dismiss class can be another suggestion in which I can integrate music to my classroom.  If I was to teach an older grade I could have a certain chant or stomp before tackling a test to help relieve pressure off students and keep them focused. 

 

8. How do you think music can be used as an interdisciplinary tool in the elementary classroom?

Music can be used in a number of ways to help students remember common misspelled words by singing a song (instead of the color song “PURPLE” use same tune for the word “PEOPLE” p-e-o-p-l-e people), or learn specific historical events or key facts (50 Nifty United States) Music can also be a cue to students to transition from one activity to the next.