Into the Deep End – Deeper Questioning
There is an initiative in some educational settings to transition from a focus on memorizing, imitating and applying prescribed methods – to include a deeper appreciation of thinking skill. Encouraging critical thinking and questions that challenge our perception of individuals and societies. The TOK Collaborative Workshop shared their ideas; following are a few of these:
Design Technology
Assessing Creativity
Mr Jay Kelly – July 2018
Education is Evolving
– Still Valuing Explicitly Teaching Assessable Criteria, However Moving From:
Skills & Knowledge
– Memorising, Imitating and Applying Prescribed Methods
Now Encompassing
Thinking Skills
– Identifying and Appreciating Unprecedented Problems, and Conceiving Resolutions
Skills & Knowledge
– Copy and Memorise Information Regarding Certain Wood
Now Encompassing
Thinking Skills
– Research & Select Properties Regarding Material in Context to Different Applications
Skills & Knowledge
– Memorising, Imitating and Applying Prescribed Methods Regarding Font, Imagery and Layout
Now Encompassing
Thinking Skills
– Considering and Applying Design Concepts to Different Applications
Music
For option subject students,
Comparing two pieces of music from different genres and styles!
It is challenging when it comes to help to organize students’ thoughts
But we must help them. In my point of view, good thinking/deep thinking needs to be conducted. Guided. And that is our mission as teachers.
To open their minds something like ‘how amazed will you be if I tell you how close is that distorted guitar excerpt <audio on> to Philip Glass’ ‘Einstein on the beach? <video on>
The distorted effects of the electric guitar are highly connected to the inaccurate speech-like of the voice or the busy texture which follows next…
Students brain storm, they say amazing things and there they are…ready to think in depth.
I then say: “There you are, microtonality and cacophony may be the answer…”
The use of ‘venn’ diagram and ‘questioning ‘related to common features
Example,
Comparing: i) Golliwog’s Cakewalk from ‘Children’s corner ‘(piano piece) by C Debussy – Impressionism
To a Peruvian Huayno, Walicha (panpipes and percussion) – Folk
Students identify a series of features present in each piece. Those features are related to the musical elements (melody, rhythm, harmony, texture, timbre, form, etc). They also consider mood and metre.
Students fill in the Venn diagram and start to make connections.
What follows?
Questioning.
After realizing that the presence of pentatonic scales and that homophonic texture predominates (melody dominating), students must elaborate a series of questions based on the two common elements they found. Those questions will take them to a micro analysis.
Melody and Texture
Example of melodic questions.
Closed - How many bars in each phrase? Is is symmetrical?
Closed - Is there and antecedent? A consequent?
Open - How is the pentatonic scale treated? Is it Major? Minor?
Targeted - How is the movement of the melodic line? Disjunct? Conjunct? By leaps?
Targeted - Does the melody use any devices? Sequences? Repetition? Variation?
Open - What is the range of the melodic material?
Open - How are the themes developed? Any relationships among them?
Students are meant to write interrelationships as well. Example melody with rhythm (that will be the accompaniment)
Microanalysis in Music!
Mrs Cecilia Ramírez Icaza
What Happens In Music When You Slow Down?
Not Only In Music, But In Life
As teachers, when we are going fast because there is no hope we are going to get things done unless we speed up, then we need to go fast!! But we get used to it and we go fast in many tasks/things we could do much slower…
When we rush, we are thinking more in what comes next (the future) in order to complete some crazy stuff. We we take our time for things, we are more aware of the present and that makes a difference in our emotional state and avoids stress.
But kids don’t need to rush. Parents, teachers and themselves should help them to avoid that situation.
In Music, when we take our time for things, we are more aware of the present, we open ourselves to listen of perform with more care. Also as we love what we do (music!), we enjoy whatever we are listening to or performing.
When creating specially, we need to be calm, inspired and look inside ourselves as feelings take an important role. We need to know ourselves very well so we store and build up our ideas in favor of a new composition.
To have a couple of hours without the interruption of devices and other distractions. To have contact with nature, proper sleep and good food altogether help to provide the good foundation for get used to slow down as much as we can.
Slowing down also keeps you calm and helps to deal with problems. Keeps you well focused and keeps you updated with the big picture!
Mrs Cecilia Ramirez
Teaching Improvisation through Processes
Applications in Music Education and Implications for General Education
Michele Biasutti – July 2017
Front. Psychol., 02 June 2017 | https://doi.org/10.3389/fpsyg.2017.00911
“Improvisation offers the possibility to link informal and formal learning and to acquire a holistic music education by merging ear training, music theory and performance in a learning environment full of stimuli” (Campbell, 2009).
Bimester II – P6 / Pitchin’ In Project
We wanted students to explore ‘drone’, ‘ostinatos’ and ‘ pentatonic scales’with call and response in groups. They composed & improvised in groups with these three elements. They were asked to use melodic instruments and only one percussion instrument. Students created a plan or structure and created a short piece of music.
Benefits
Creativity requires a complete state of “yes”. To follow ideas without denying them could be difficult and improvisation is the best for that. It is very good for students who are nervous about getting up in front of the class to perform. Following directions from friends is enjoyable. It is safe for everybody as there is a group. They are all comfortable. Teaches to step up when another idea is needed and to share when another one wants to take over.
Creating is a high-level critical thinking skill, and when you have created something as a class (some groups allow this to happen!) . No credit for individuals. Credit for the whole group as a unit. We find stars! Students who excel on this. It makes the teacher more creative.
Difficulties
The beginning! In addition, to make sure every single student has all the required tools to create/improvise and that each group accepts all of their members.
Link to videos! improvisation T&L i) Whole class ensemble video and ii) group of 3
Cecilia Ramírez Icaza Philip Glass’ ‘Einstein on the beach? <video on>
The distorted effects of the electric guitar are highly connected to the inaccurate speech-like of the voice or the busy texture which follows next…
Students brain storm, they say amazing things and there they are…ready to think in depth.
I then say: “There you are, microtonality and cacophony may be the answer…”
Dave Dorosko
Vlog: Is it easy to lie in statistics?
Tok Questions in a P6 Mathematics Class
Our P6 class made a video blog of our statistics lesson. The mathematical focus was using measures of central tendency to determine which type of tomato plant is better. The underlying Tok questions was, “Is it easy to lie in statistics?”.
Enjoy…