- Self interrogation in the band setting would most likely be me asking a student to play a part of their music to see if they have learned what they have been working on. Person knowledge would be a student knowing if they were good at the technical passages, or if they excelled at the music making side of things. The students would need to identify the harder passages in the music so they could study these outside of class. This would be the use of task knowledge. Teaching strategy knowledge is a lot of what I will be doing with my podium time. I would take a harder passage and break it down into smaller chunks, note by note, slower tempo, or many other methods to make sure the students learned that passage. This is showing them how to practice at home and how to use strategy knowledge. By learning what things to fix and how to fix them, the students will have almost mastered planning already. Practicing your instrument is basically monitoring because you are producing what you are studying so you are constantly monitoring your final product which is evaluating as well.
-I believe critical thinking is more relevant to my subject area. When playing a piece of music, you must consider what the composer wanted when he wrote it. Then you must identify the phrases, cadence points, difficult sections, how to interpret the emotion of the piece if there is any and all of this should be supported by what was written in the music or the research on the composer. Of course it is music and there is always room for interpretation, but the player must realize how his/her interpretation of the piece affect the outcome and if it is worth changing the perspective of the piece in that way. It is very much like critical thinking in literature.
• The region of proximal learning (page 124) is what you are able to learn based off where you are now. People who are cognitively advance can help the student learn the most in this theory.
ReplyDelete• The region of proximal learning (page 225) means that students will study what they have almost mastered rather than something difficult. This concept makes sense with my experiences.
o Let me put this in my life (& you should also try to put it into your own life). Today I was practicing a difficult piece on the piano. I got frustrated because I was having trouble, so I went through all of the white key major scales. I figured that we would be covering scales in class anyway, so it was still practicing. The piece was too frustrating, so I took a break to do something that is easier, yet still challenging and important. Once I made it back to C Major, I went back to the piece because I don't want to be unprepared for class.
o Planning: I know that the teacher will focus on the piece in class, so I need to have the piece prepared.
o Monitoring: I know that I am having trouble with the piece and need to practice it more. I know that my learning strategy for piano is singing the notes, so when I have trouble; I sing what I expect to hear. If the note I sing/hear in my head does not match the note I play or is unexpectedly dissonant, then I probably hit the wrong key.