In Teaching Music Creatively, Burnard (2013) explains the importance of creativity in teaching music. Burnard states, “musical ability, like creativity, is not the preserve of the gifted few” (2013, p. 2). I agree that musical ability is a natural born ability of humans and we should encourage it just as much as we encourage creativity. I believe as music educators, we should share our musical ability to the children and also encourage a conversation on modern musical culture. Just as Burnard (2013) alludes to in the book, sing if we could, play instruments if we could, and play them music we listen to if we could. To nurture musical ability of children is to share our musical ability to them in a fun and engaging way.
In this year I have attended many lectures where the teachers have successfully demonstrated the sharing process of musical ability. In Webb’s (2015) lecture, his musical activity on Stravinsky’s Rite of Spring 2nd movement is a great example of sharing the knowledge of an experienced musician in the classroom. Webb not only shared this famous classical piece to the class, but he also incorporated teaching musical concepts creatively including moving and shifting meters. Later on in the lecture, he shared other cultural diversity pieces to broaden student’s musical taste. It is immensely important to share one’s musical knowledge to others because it is a process to embrace musical culture of exchange. However, it doesn’t always have to be the teacher that offers the knowledge; it could be children themselves that exchange knowledge. This is demonstrated in another lecture I have done with Humberstone (2015). Our class had to create a liftpitch for a film score we are about to do. Students will post their video on YouTube and share it to classmates on the Elearning platform, then comment on each other’s work. The social interaction of the students has created positive energy and motivates the students in the activity.
I have applied Humberstone’s concepts into my private piano teaching lessons. I shared my personal YouTube channel to my students and encouraged them to start their own and share theirs with me. It has worked amazingly! The students have been practicing more than ever and they even challenged me with the piano pieces I have played as a battle. I asked my student what is the reason that made her so excited about making the YouTube videos and she said, “It’s just really fun when you can interact with others. I made many new friends and we post videos to respond to teach other.” This also relates to Burnard’s (2015) emphasis on music technology that creates musical interest in students. I believe I could also apply this to a classroom, although YouTube might be too exposing for the children. We can always create a platform for children in the class to share and comment on their performances and original work.
Burnard, P. (2013). Teaching music creatively. In T. Cremin (Ed.), Teaching music creatively (pp. 1-11). Retrieved from: http://www.eblib.com
Humberstone, J. (2015). MUED3605 Teaching Junior secondary music , Lecture 7, week 7: creating a liftpitch [pdf]. Retrieved fromhttps://elearning.sydney.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_52785_1&content_id=_2922259_1
Webb, M. (2015) MUED1010 Key ideas in music, lecture 1, week 1: project based learning, and Online and Blended learning [website]. Retrieved fromhttps://elearning.sydney.edu.au/webapps/blackboard/content/contentWrapper.jsp?content_id=_2924946_1&displayName=Lift+pitches&course_id=_52785_1&navItem=content&href=https%3A%2F%2Felearning.sydney.edu.au%2Fwebapps%2FBb-wiki-BBPRD%2FwikiView%3Fcourse_id%3D_52785_1%26wiki_id%3D_54066_1%26page_guid%3D958b0d58732348