CPIII Presentations

Benedict- Victoria

Victoria Neil

CP III

10.13.09

Benedict Article Review. 

Processes of Alienation: Orff and Kodaly

I would like to point out some points from the article that I found particularly interesting (for I thoroughly enjoyed the whole thing).  I found it extremely interesting that Benedict would bring these ideas up and I found many of them very relevant.  I liked how she does not simply question the process out of a rebellious “questioning authority” standpoint, but rather from the view of someone who has been using and teaching through these methodologies for many years.  I would have liked to hear more of her standpoint, and since she felt certain things needed to be changed, how she would change them, and what she personally is going to do in the future with regards to teaching by these methodologies or not. 

Here are some points of discussion:

·         The Orff and Kodaly methods do not meet their intended end goal because they are implemented in a “strict and unmindful” manner.  How so?

·         Anyone can teach anything they want to teach.  Only the “ritualisation, systematization, and codification” rendered these particular approaches “methods.”  So is any way of teaching acceptable.  What are the steps that led these particular approaches toward becoming so widely accepted and valued?

·         Rousseau says we must engage feeling and the sensory muscles FIRST before meddling with signs, and presentations, which lead to narrow-minded thinking.  Do you agree or disagree?

·         Using a set of tools, or working within the box and never thinking outside of it does not lead to the envisioned “musiking”.  How can this organic experience, then, be implemented in the classroom?

·         Music is a commodity.  True or false?

·         We have made an exchange, and now processes, the performance, and prestige have taken the place of real music.  How do you think our society contributes to this backward view?

·         Knowledge vs. music.  Those who know are said to be musical.  Are they?  Is natural talent just hours of practice, and if knowledge is not music, why can a musician not get hired without being educated?

·         Music, which is a means to satisfy our innate human needs, now has become a capitalist product.  Argue for the way or ways that this has happened.  Keep in mind the “counter-culture”. 

·         Is the main function of the use of music Methods to offer teachers comfort?

Eric/Ricky presentation

Hey, here’s the link to our presentation slide show.

http://www.slideshare.net/ericdj118/block-10-11-12

Block Chapter 1 - Presentation Schema

Here is the schema for our presentation. Forgive the lack of formatting; I had it in a table in Microsoft Word and cannot for the life of me figure out how to transfer it to Tumblr any other way. ~ Ketti

Block Chapter No. 1 Presentation Schema -

(Title of Slides  —-  Details / Branch Discussions)

Slide 1: Title: “Community: An Introduction to Peter Block and the Ideals of Social Capital in the Classroom  —-  Basic introduction to the textbook.

Slide 2: How does Block envision “community”?  —- This is simply the most basic explanation of Block’s theory we could determine from the beginnings of the reading – hoping to clarify the current point without guessing at the book’s full purpose yet

Slide 3: John Dewey on Community  —-  One of Dewey’s basic definitions of community. What would Dewey consider the purpose of community? (Branching out: Is he more or less clear than Block? Are his standards for community more or less strict?)

Slide 4: What is “Social Capital”? (S.C.)  —-  Quoted from Block’s interpretations of the concept. This text is not meant for an audience of musicians and teachers, but is categorized as a text for “business management and current affairs”. For our purposes, we’re defining S.C. as the total social assets of a group; the sum of all positive and productive relationships. (Branching out: Is he using these terms with their standard definitions? What does he alter?)

Slide 5: Why should we seek out Social Capital in our classrooms?  —-  Again, Why would we want to employ its strategies in our music classrooms? Discuss the anecdote example Lili Koblentz posted to the class Tumblr website. (Branching out: Inversely, music can draw people together. Can music sow the seeds for Social Capital in the first place? In what ways are music and S.C. dependent upon each other?)

Slide 6: What is “Authentic Teaching”?  —-  How do the other members in the class define authentic teaching? How are their ideas related to Block? Are they the same or different from the conclusions at which we arrived? (Branching out: In discussing this issue, we can only offer our opinion as student observers. How are we limited by our lack of professional experience as teachers?

Slide 7: Freire on the Language of Authentic Teaching  —-  A thought from Freire on the importance of honest speech from role models and teachers, advocating plain-language interactions.

Slide 8: How can we gain Social Capital in the classroom?  —-  How does the rest of the class think that Social Capital is fostered? Are they the same or different from the conclusions at which we arrived? What would Bernice McCarthy have to say about relating to students?

Slide 9: Bonus Question: How can efforts to foster Social Capital and/or authentic teaching coexist with standardized educaton?  —-  An additional discussion question in case there is extra time remaining in our presentation. How could the class address the dichotomy between personal, passionate, and authentic teaching and the rigor of traditional academic curricula and the demands of national standards and testing? (Branching out: Are traditional curricula stifling? Or do they merely force the teacher to be more adaptive and resourceful?)

Slide 10: Works Cited  —-  References

Directions for Presenters

Remember that presentations have three parts:

1.     A structure and presentational form.  In what ways the ideas and materials are organize and how they optimize what you are trying to convey.

2.     Presentations depart from the assigned text and they present at least two other view points.  These external viewpoints should be scholarly and be presented properly.

3.     Presentations make integral use of various media (sound, video, image).  These serve both to exemplify your point as well as to present your arguments from a different outlook.  The ideal media gets us to ‘think differently’ about the issue at hand.

Welcome!

This site will be dedicated to presentations in the class!  Each Thursday the class will be led by students through their presentations.  All pertinent information should be uploaded in this site and made available to the whole class.