Allison Satterwhite

MUED 380
Jesse Rathgeber
15 December 2016
Semester Reflection
Throughout the course of this semester, Ive noticed a few overarching themes
throughout my educational thinking. Overall, Ive become much more comfortable in
teaching lessons that are not centered on traditional music (i.e. band music). As a
student lacking the song-based background of JMUs Orff and Kodaly class, I originally
felt lost and confused in my lessons because I didnt know where to begin in teaching a
song without sheet music/wind band instruments. However, throughout this semester, I
have become much more creative and innovative with my thoughts on teaching these
songs and chants. I have also learned ways to incorporate instrumental (meaning my
education as an instrumental education major) thinking into my teaching through the use
of listening maps, graphic notation, and improvisation and composition using Orff
instruments. I also have become more familiar with my ability to lead songs in a way
other than mimicking (teacher sings, students sing), which I noted to be a struggle earlier
this semester. One of the most significant changes however, was in my thinking of how a
students culture can affect their learning in the classroom. Before taking MUED 380, I
possessed very little awareness of the fact that a students culture can affect their learning
any more than their socioeconomic status, and very occasionally, their race. Now I am
more cognizant of how I can sequence my class to include students who speak different
languages at home and school, who are unable to afford items of instrument care, and
who may have a different musical experience than most students in typical American
classrooms.
I have maintained my confidence in my ability to teach in ways different than
others in my class, especially when were split up into groups that have 3-4 vocal majors
and only 1-2 instrumental majors. Also, I have become more independent in my teaching
methodology, and havent been worried about whether my way of teaching something is
the right way according to other people. I am proud of my perception, as I know that I
will discover very quickly if I have chosen the right or wrong method for my students
learning.
A significant experience that I have had during this class would have to be the
final unit experience. I did this experience with a partner, Emily Ranttila, and it was
incredible to be able to work with someone whose strengths matched my weaknesses and
vice versa. Throughout my time at JMU, I was generally placed with the same four
people in a group (alphabetically). While that was positive in the ways that it allowed us
to become used to the other members teaching, writing, and learning styles, it also was a
problem as it limited my exposure to the educational ideas of others. However, I feel as if
it might have been a little more beneficial if I had chosen, or even been required, to work
with a student who was not in my class or specialization here at JMU. It would have been
very interesting to experience the work of a younger choral major up close.

My key takeaways in this class are as follows:

1. The use of critical thinking questions in the classroom As mentioned in a
reading earlier in the semester, equipping students with the skills and language to
discuss, describe, and defend music they know and like, as well as music that is
new and different, is an essential aspect of music teaching (Allsup & Baxter,
2004, p. 1). This can make the difference between students being music
appreciators and being lifelong musicians.
2. The use of graphic notation to express thoughts about music, which is another
way to give students a language to discuss music.
3. The use of improvisation and composition even in elementary schools.
4. How one can use students culture to teach music, and how I can praise the
different cultures of students without singling them out for being different.
5. The importance of making music in any way one is able through singing,
dancing, performing, composing, etc.