INTASC 2 - Knowledge of Human Development and Learning
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Any educator should have sufficient knowledge of how the human mind and body, especially those of youth and teens, develop and how best to assist that development. Knowledge of social psychology and how the brain works is essential in the learning process. A music teacher needs to go further and understand the process and physiology surrounding changing/maturing voices, motor skill development, how music interacts with the brain, and what best practice methods to use in their classroom for broad concepts such as music literacy, vocal technique, and classroom management. Social interaction should also be encouraged frequently in the music classroom. Activities that require groups to work together like small ensembles or even team building activities that help students get to know each other are very effective for music students. Music is a very social field and should be taught as such.
While at Ball State, I have taken many classes that have directly impacted my growth in this principle: Intro to Psychology, Childhood Educational Psychology, Adolescent Educational Psychology, Vocal Techniques, and Choral Methods I & II. Understanding how people develop, learn, and mature as well as having many experiences with students (literally) K-12 over the past four years, has impacted my whole educational and teaching philosophies. Based on the biological and social aspects of development I have studied and observed, I now have concrete reasons behind the literature I choose, the way I structure rehearsals/classes, and which teaching strategies I choose for each age level and setting. I see the most important aspect of adolescent development to be understanding how students think and process at different ages to best plan to their needs. The more I can provide students with an individualized education (which I will create based on my own active observation, discussion, and reflection) the more success I believe they will have.
I would ideally like to split my curriculum pretty evenly among cognitive, psychomotor, and affective domain development. Creating music inherently incorporates all of these domains. A comprehensive music education is going to look and seem a lot different than other core subject curriculums, and it should. I want to place an emphasis on the affective domain because it is something that music has such an easy ability to access in students. This is where students can socially and personally develop their character, values, and personalities. They should be directed to develop their affective domain in a healthy way so they become adults capable of controlling their emotions, compassion, and understanding. This is definitely one of music's responsibilities in every student's schooling. This is a part of my responsibility as an educator. Continuing my knowledge of human development is something I will always pursue. From perusing an internet article, attending workshops or lectures, and most importantly, really observing and reflecting on my own students, I hope to always be evolving to improve my own development in this standard.
While at Ball State, I have taken many classes that have directly impacted my growth in this principle: Intro to Psychology, Childhood Educational Psychology, Adolescent Educational Psychology, Vocal Techniques, and Choral Methods I & II. Understanding how people develop, learn, and mature as well as having many experiences with students (literally) K-12 over the past four years, has impacted my whole educational and teaching philosophies. Based on the biological and social aspects of development I have studied and observed, I now have concrete reasons behind the literature I choose, the way I structure rehearsals/classes, and which teaching strategies I choose for each age level and setting. I see the most important aspect of adolescent development to be understanding how students think and process at different ages to best plan to their needs. The more I can provide students with an individualized education (which I will create based on my own active observation, discussion, and reflection) the more success I believe they will have.
I would ideally like to split my curriculum pretty evenly among cognitive, psychomotor, and affective domain development. Creating music inherently incorporates all of these domains. A comprehensive music education is going to look and seem a lot different than other core subject curriculums, and it should. I want to place an emphasis on the affective domain because it is something that music has such an easy ability to access in students. This is where students can socially and personally develop their character, values, and personalities. They should be directed to develop their affective domain in a healthy way so they become adults capable of controlling their emotions, compassion, and understanding. This is definitely one of music's responsibilities in every student's schooling. This is a part of my responsibility as an educator. Continuing my knowledge of human development is something I will always pursue. From perusing an internet article, attending workshops or lectures, and most importantly, really observing and reflecting on my own students, I hope to always be evolving to improve my own development in this standard.
Artifact 1 (Education Psychology Research Papers)
-EDPS 250 paper (Character Education and INTASC 2)
-EDPS 390 paper (Aesthetic Experiences in the Music Classroom)
This is a research paper I wrote for my Childhood Educational Psychology course. I chose to research character education as it is very closely associated with the affective domain (as I discussed above). Character education addresses how influential the school setting can be on a person’s lifelong social behavior. This approach seeks to incorporate practices and habits into the curriculum and daily procedures that encourage positive, social interaction and basic ethics. In this paper, I discuss how I as an educator have researched and will use character education through my own expertise, engagement, and context (the three areas of Ball State's Conceptual Framework for Professional Education.
The second paper is a follow up to these ideas, but research focuses on how a teacher could create and foster aesthetic experiences and aesthetic education. I delve into the science of emotional responses to music, and how to then discuss how to use this knowledge to guide students to experience and appreciate the intrinsic value of music.
The second paper is a follow up to these ideas, but research focuses on how a teacher could create and foster aesthetic experiences and aesthetic education. I delve into the science of emotional responses to music, and how to then discuss how to use this knowledge to guide students to experience and appreciate the intrinsic value of music.
Artifact 2 (Vocal Physiology and Development Logs)
These are reading log outlines of the the 3 Volume video series "The Singer's Voice" by Joan Wall and Robert Caldwell. It discusses the physiology and anatomy of the voice from a singer's perspective, with points of emphasis on vocal maturation and development for adolescents. I also conclude each of the logs with discussion of how what I read and learned is directly related to my teaching and understanding of my subject matter.