Rebecca Rischin
American Music Teacher, Oct-Nov, 2002
Reprinted from findarticles.com
If only one size did fit all.... If only teaching
were as easy as one plus one equals two--a mathematical problem
with a single solution. But teaching involves people, not numbers,
and while numbers can be plugged into formulae to yield predictable
equations, people cannot. They are not perfect squares; they come
in many shapes and sizes; they act and react in such a way that
similar problems must frequently be approached from different angles.
It makes sense, then, that teaching should be as variable as the
people it involves. Clearly, one size does not fit all, and teachers
should try to mold their methods to fit their students instead of
trying to mold their students to fit their methods.
This was the theme of Pedagogy Saturday VI,
"Developing A Flexible Teaching Approach," a fascinating day filled
with sessions devoted to understanding differences as a means to
teaching more effectively. From sessions on intuitive versus non-intuitive
learning and temperament-based teaching and learning styles to addressing
the various stages of human development, each session provided compelling
insight into how to adapt our teaching methods to accommodate the
needs of different students.
"Teach as you were taught" is a philosophy with
which many of us are familiar. And yet it is no surprise that, in
practice, teaching as we were taught is frequently ineffective.
Why? Because, in spite of the possibilities suggested by genetic
engineering, we are not human clones. Every human being is born
with a unique genetic configuration into a unique environment. The
result is a unique learning style. This was the premise of the opening
session, "No Dumb Students: Teaching the Non-Intuitive Student,"
by Earl Oremus, headmaster of the Marburn Academy in Columbus, Ohio,
a school for children with learning differences such as dyslexia
and Attention Deficit Hyperactivity Disorder.
Most of us chose music as a profession partially
because we were good at it, said Oremus. We may have known intuitively
how to create a beautiful phrase and were probably rewarded for
this talent. As teachers, however, we often forget that we are not
all "talented" in exactly the same way. We forget that our students
may not see, hear, think and feel exactly as we do, and they are
living in an era and environment distinctly different from the one
in which we grew up. And so, we get frustrated when teaching methods
that worked for us do not work for them.
Effective teaching depends on recognizing the
differences between intuitive and non-intuitive learning styles,
explained Oremus. While intuitive learners usually have an affinity
for the activity at hand, non-intuitive learners may have an aversion
to it. Intuitive learners are motivated by challenge, are able to
persist despite setbacks and are emotionally self-supporting; whereas,
non-intuitive learners feel defeated by high levels of challenge,
are unable to persist in the face of failure and require a supportive
environment and teacher. Intuitive learners are able to perceive
the syntax, structure and mechanics of the discipline effortlessly
or unconsciously; non-intuitive learners cannot deduce each step
from the last but must be taught each segment overtly. Intuitive
students require less intensive, less detailed, less carefully sequenced
instruction than do non-intuitive learners; they also progress more
rapidly, require less practice and review, and retain material more
easily.
Problems arise from teachers' lack of recognition
of the above differences; namely, our inclination to value and reward
the intuitive learner as a "good" student and to see the non-intuitive
learner as a "bad" student. We are not inclined to see learning
differences as evidence of the need for teaching differences. Rather,
we lack training in teaching methods effective for non-intuitive
students and expect to have a class of exclusively intuitive learners.
We assume everyone learns at the same rate and emphasize competitive
grading systems.
Oremus proposed numerous strategies for reaching
the non-intuitive student. The first step, he said, is to overcome
the student's distaste for the activity--help him or her experience
the joy of music. Only then should the issues of technique, work
ethic and refinement be addressed. Learning must be broken down
into small segments, with each step sequenced from simplest to most
complex. Teaching must be direct rather than through induction or
inference; abstractions must be made concrete; and rules and patterns
must be established before exceptions or ambiguities are introduced.
Various techniques (auditory, visual, tactile and kinesthetic) as
well as supervised and independent practice time, drill, review
and time management must be employed to foster retention and fluency.
Tasks must be given a clear structure, feedback must be given and
desired behavior must be frequently rewarded.
In sum, said Oremus, if students learn differently,
then we must teach differently; in order for them to learn from
us, we must learn how to respect their differences. After all, as
Oremus concluded, quoting Will Rogers, "We are all ignorant, only
in different subjects."
Ages and Stages
While human beings are unique, they are similar
in that they undergo identical stages of development: infancy, childhood,
adolescence and adulthood. Each one of these stages is characterized
by certain emotional, intellectual and physical changes that must
be addressed for effective teaching to take place. This was the
theme of "Ages and Stages: Is that the Same Child I Taught Last
Year?" sessions, which addressed the differences in teaching approaches
necessary for various age groups.
Teaching young children and elementary students
can be an absolute delight. It also can be fraught with difficulty.
Short attention spans and high emotional dependency often result
in a need for excessive parenting and patience. In spite of their
limited verbal skills, babies have distinct personalities that manifest
themselves in different learning styles, said Kenneth Guilmartin,
founder of Music Together and presenter of the session, "Learning
the Language: Even Babies Have Learning Styles." The more willing
the teacher is to adjust his or her expectations, he said, the quicker
the baby will learn. As the baby enters childhood, he or she becomes
ready to graduate from educational play to more formal instruction.
But for the bud to blossom, the teacher must provide plenty of shrubs
and flowers (variety) along with healthy doses of water, sun and
fertilizer (loving care), said Donna Brink Fox, chair of music education
at the Eastman School of Music and presenter of "Buds and Blossoms:
Designing a Landscape for the Musical Development of Young Children."
In other words, it is crucial at this stage to find creative ways
of motivating children so they can still have fun in a more formal
learning environment.
In adolescence, a surge in cognitive development
permits more abstract, hypothetical thinking, a deeper appreciation
of beauty and art, and the utilization of information in a more
sophisticated way. Attention span, processing speed and memory improve,
as do problem-solving skills and self-understanding. The child who
needed frequent breaks is suddenly able to focus for longer time
periods. If only it were not for the physical and emotional growth
spurts that make teaching and parenting such an adventure at this
age! Is that the same child I taught last year, we ask.
Dealing with the adolescent can be rewarding,
but it also can be quite exasperating, commiserated Kim Dolgin,
professor of psychology at Ohio Wesleyan University in Delaware,
the presenter of "Resonating with Rebels: Establishing a Positive
Relationship with the Adolescent Student." During adolescence, the
physical changes of puberty can cause embarrassment and self-consciousness,
and the emotional changes can provoke moodiness and depression.
Increased cognition may lead to egocentricism that may manifest
itself in rebelliousness, self-righteousness and total self-absorption.
Peer influence becomes extremely important as the adolescent strives
desperately to conform. Patience and sensitivity are crucial at
this stage to be successful at harnessing the adolescent's boundless
energy during this tumultuous time.
Though teens do outgrow adolescence, many of
their insecurities and general tendency toward skepticism often
carry over into the college years. According to the well-known psychologist
A.W. Chickering, the college student struggles with seven principal
issues, explained Judith Piercy, director of judiciaries at Ohio
University in Athens and presenter of "Who Are these Students Anyway?"
These issues include: 1) achieving intellectual, physical and social
competence; 2) managing emotions; 3) becoming emotionally and instrumentally
independent; 4) establishing identity; 5) becoming more comfortable
with interpersonal relationships; 6) clarifying purpose in career
and lifestyle; and 7) developing integrity and a personalized value
system. Sensitivity to these complex issues is essential in becoming
an effective college teacher. The student also may struggle to find
his or her ethical and cognitive center, leading to a general indecisiveness.
In this period of uncertainty, when the student seems to be continually
vacillating, it is helpful if the teacher can remain as centered
and focused as possible, said Piercy. A teacher with a firm sense
of self and direction can offer the student some much-needed balance
on the turbulent course toward personal affirmation and commitment.
It was interesting how the above theories on
learning development figured into the afternoon panel discussions
on video clips of individual lessons and group master classes. In
the video clip of a master class by William Westney, professor of
music at Texas Tech University in Lubbock, college students engaged
in a "loosening up" exercise, passing around a ball, and playing
and dancing with it in response to the music. Dolgin reminded us
that this is exactly how two-year-olds respond to music, and this
kind of activity can be extremely helpful in rekindling the kinesthetic
sense that often wanes as we get older, she said. These activities
also can inspire synergy rather than competition, which is exactly
why fraternities and sororities engage in group bonding rituals,
she added. Piercy noted that this kind of activity can help older
students deal with one of the Chickering issues, physical and interpersonal
competence and confidence, for as students become more physically
comfortable with themselves, they also learn to trust their peers.
Sylvia Wang, professor of piano at Northwestern University, remarked
eloquently that the activity seemed to bring out the students' "inner
child" and illustrated how passing around a ball could be interpreted
as a physical metaphor for the musical passing of one phrase to
another.
Humans are Animals
Human beings may go through the same developmental
stages, but temperamentally, they are different animals. This was
the theme of "Introducing the Animal Kingdom--It's a Jungle Out
There? and "Looks Like an Ape to Me!" presented by Keith Golay,
professor of psychology at California State University in Fullerton
and creator of the "Temperament Teaching Model." People are fundamentally
different, he claimed, born with a unique set of genetic traits
that affect the way they think, act, perceive, feel and desire.
Understanding differences in temperament is one key to forming successful
relationships.
According to the noted psychologist Keirsey,
there are four basic temperament types: the impulsive, spontaneous
Artisans; the responsible, rule-governed Guardians; the analytical,
theoretical Rationals; and the romantic, diplomatic Idealists. For
easy identification, Golay assigned each temperament type an animal:
an ape for the Artisan; a bear for the Guardian; an owl for the
Rational; and a dolphin for the Idealist. Each animal or temperament
type has specific characteristics that manifest themselves in unique
learning and teaching styles.
Apes/Artisans are considered spontaneous learners.
They are impulsive and need constant stimulation. These kinds of
students need plenty of physical movement and novelty, said Golay.
If entranced by an activity, such as practicing, they can go for
hours on end. Apes enjoy contests and competitions and like to show
off. Musical prodigies and Olympic athletes are examples of apes.
Artisan teachers are Experiantialists, who prize
experience as the best teaching tool and focus on improving their
students' performance through building their confidence and interacting
in a playful manner. Like cheerleaders, they aim to inspire their
team to perform at their best.
Bears/Guardians are considered actual routine
learners. They are responsible, stable and reliable. These students
tend to be cooperative and conformist and desire to meet the teacher's
expectations, said Golay. They like drill and routine and find comfort
in knowing exactly what to do, sometimes feeling intimidated by
more creative activities like improvisation and interpretation.
Golay named Guardian teachers Traditionalists
because they follow standards that are handed down, teaching as
they were taught and utilizing methods that have "stood the test
of time." They utilize explanation more than demonstration and consider
the transmission of information to be of primary importance.
Owl/Rationals are conceptual specific learners.
They are calm, cool and collected by nature. These students enjoy
solving problems and are highly curious. They are often skeptical
and desire answers to their questions, wanting to know specific
practice techniques and the reasoning behind them.
Rationalist teachers are the Pragmatists; they
are logical and practical in their approach, remarked Golay. They
encourage their students to set their own expectations and focus
on assisting them to reach their goals. They also like innovation
and experimenting with different teaching approaches to fit different
students.
Dolphins/Idealists are conceptual global learners.
They tend to value people and relationships more than actions, responsibilities
or competencies, striving to be sincere and communicate with others
in an empathetic manner in order to be liked. These types of students
are cooperative and interested in building a harmonious relationship
with their teacher and peers. They tend to be enthusiastic and like
to express themselves; for them, music becomes a means of self-expression.
Dolphins like to be recognized as unique and special and are easily
bored with the routines and drills so valued by the Guardians, noted
Golay.
Golay likened Idealist teachers to Catalysts.
Catalysts focus on bringing out the best in each student by developing
strong personal relationships, he explained. These types of teachers
are naturally empathetic and easily give encouragement. Like Rationalists,
they try to match the instruction to the student and are willing
to use many types of aids to help the student learn. Of all types,
Catalysts seem to take to teaching most naturally and easily.
It was interesting to learn the results of a
survey completed prior to this session, in which, utilizing a Keirsey
scoring system, members of the audience scored themselves according
to the four temperament/animal types. As it turned out, most people
were either dolphins or bears. This is no surprise, said Golay,
as teaching tends to attract these specific types.
In the late afternoon session, where we viewed
video clips of lessons, we laughed and reflected as we recognized
images of ourselves and our students in the various teaching and
learning models. Identifying who was what became something of a
game. Was he a dolphin or an ape? Was she an owl or a bear? Sometimes
the answer was obvious; other times it was not. What did become
clear, however, was that like seemed to attract like. Dolphins enjoyed
splashing around together, and apes relished egging each other on.
Does this mean that, in order to be effective,
teachers must be chameleons, changing color with every student,
behaving like an ape when really feeling like a bear, asked one
member of the audience. No, said Golay, but we do need to remember
which approaches work best with which animals and to do our best
to accommodate these differences. Apes like motivational rewards,
he said, be they bananas or gold stars. Owls like a mixture of routine
and lecture, lest they become bored. Dolphins like a personal, sensitive
approach, preferring not to dwell on the technical aspect of music
making. And bears like structure and responsibility, enjoying fulfilling
an assignment and reporting back on their progress.
Isn't this too simplistic, asked one member
of the audience. In reducing human temperament to four kinds of
animals, are we not defeating our original purpose? That is, if,
in fact, we are all unique, then by classifying and categorizing
one another, are we not ignoring our differences and perpetuating
the very stereotypes that we so disparage?
Whether we are a menagerie of a million or an
even family of four is not important, said Golay, for it is the
utility of the classification, not the classification itself, that
matters. Will this theory help us improve our relationships and
job performance, he asked. If so, then it is indeed useful.
The truth is, human beings have always had and
will forever have a need to classify the world around them. Man
or woman, woodwind or brass, Democrat or Republican, things are
what they are because of what they are not--and only because of
what we have made them. That is how we make sense of the world.
That is how we communicate, in fact. Language is a classifier without
which we feel lost, said Golay. Perhaps that is why--child or adolescent,
owl or bear--we turn to music to express ourselves. In that way,
intuitively, we are all alike.
Rebecca Rischin is associate professor of clarinet
and chair of the woodwind division at Ohio University School of
Music in Athens. Her book, For the End of Time: The Story of the
Messiaen Quartet, is being published by Cornell University Press.
©2002 Music Teachers National Association,
Inc.
©2003 Gale Group
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