MUS 7765 Group Project: Petite, Pulling, Wallace

Bruce Springsteen's "Born in the USA" about disillusionment with the American Dream

An original composition composed and conducted by the students

The most current patriotic song

The Star Spangled Banner

Give the student a failing grade for the day. In real life, no one cares if you don't like a job assignment. Choices have consequences.

I'll explain to the student why I find the piece so meaningful and help the student make a connection to the piece as well.

I'll give the student the opportunity to edit/arrange the piece so s/he finds it more musically satisfying.

Give the student the opportunity to perform a different song. The hegemony of repertoire selection shouldn't stifle students' opinions.

I would plan diverse activities (composing, improvising, conducting, listening, performing) that incorporate diverse musics.

I would plan a music appreciation class to develop listening skills by exposing students to compositions which have stood the test of time.

I can't plan what to teach until I meet with the students and get their input.

I would plan listening and music making that incorporates students' home cultures.

I would help the student develop more respectful leadership skills.

Assign rotating section leaders depending on the piece being rehearsed. This allows all students to experience leading and following.

I would intervene and try to empower the other students to use their voices in self-advocacy.

Allow the students to work it out on their own. It is normal for leaders to emerge but people will stop following a disrespectful leader.

Music can open powerful doors for self-expression.

I want students to be able to think critically about the music they experience (textual meanings, compositional implications, etc.)

I want students to be prepared to be high quality performers and educated consumers of music so they can experience joy from music.

I want students to remember that “the ink is never dry.” They should strive to find creative interpretations in their musicking.

Standards are fine, but we must remember that true learning comes not merely from "doing," but from reflecting on what we've experienced.

Standards oppress teachers and learners.

Well-crafted standards can ensure that students are well-rounded musicians only if all standards are incorporated.

Standards are important, but we must not get caught up in "checking off boxes" such that we lose sight of the interpretive nature of music.

Students engaged in diverse musical experiences such as singing, playing, composing, arranging, improvising and listening.

Students are engaged in active discourse about the conditions which influenced the composition and production of a piece of music.

Students are engaged in a variety of activities with a variety of musics, emphasizing the interpretive nature of art.

Students are engaged in musical activities that are authentic to their home communities.