We recorded our daily zoom meetings and have posted them here along with our own breakdowns for you to view. These meetings are where we delved deeper into more of the issues that arose in our readings, how we connected them to our practice, and exploring what we can do to make our classrooms better. These videos are representative of the days we did not have dialogues because on those days, our group's hour was utilized for dialogue recordings which are represented on a separate page.
References:
Davis, L. (2017). The disability studies reader / Lennard J. Davis [electronic resource] (Fifth edition.). Routledge. Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal?: An introduction to key concepts in social justice education / Özlem Sensoy and Robin DiAngelo. (Second edition.). Teachers College Press. |
July 6thHighlights: Different ways of utilizing assessment as a strategy to accommodate diverse learners.
What we think we know: The world is not currently constructed with a Universal Design in mind. Musical experience and taste can be socially constructed. What we wondered: Where does the spectrum of disability vs. impairment cross over? What we learned/explored: How sometimes it fits to be reactionary rather than proactive when it comes to accommodating and creating spaces for people with disabilities How this relates to our lens of identity: Seeing disability through different lenses, lends us to understand that while disability can be part of someone's identity and culture, it is not necessarily their identifier. |
July 7thHighlights: We may possess physical privilege, such as a booming voice, that intimidates students, resulting from stereotypes.
What we think we know:We should protect the students as well as ourselves from getting injured in the physical violence. Then have students call for help but do not leave the violent student alone. What we wondered:Why is it so challenging to receive new spec-ed accommodations in high school? What we learned/explored: There is fewer follow-up for children who got diagnosed with special needs and transfer to another new school system. It is vital to release that those children might not able to catch more treatment because of this disconnection. How this relates to our lens of identity: This allows us to rethink or explore whether our recognition of disability got influenced by the media, i.e. stereotypes? How can teachers encourage the students to be aware of that? |
References:
Baldwin, A. (2017). Community music-making for everyone via performing ensembles: here are five groups that make an inclusive, musical difference in their communities.(Lectern). Teaching Music, 24(3). Treweek, C., Wood, C., Martin, J., & Freeth, M. (2019). Autistic people’s perspectives on stereotypes: An interpretative phenomenological analysis. Autism, 23(3), 759–769. |
References:
Gary Ansdell. (2002). Community Music Therapy & The Winds of Change. Voices, 2(2), np. https://doi.org/10.15845/voices.v2i2.83 Elizabeth Mitchell. (2019). Community Music Therapy and Participatory Performance. Voices, 19(1). https://doi.org/10.15845/voices.v19i1.2701 |
July 8thHighlights: The traditional view, heavily influenced by Western ideology, suggests performance, or product, is the objective of music training, eradicating autonomy and expecting achievement.
What we think we know: The dichotomy between participatory and performance is not acknowledged by all educators and may produce exclusive educational groups. What we wondered: When did independent musical exploration stop? What has happened in education to dissolve artistic expression? What we learned/explored: Our perspectives change when we are immersed in purposeful dialogue although these first steps are futile if not put into practice. How this relates to our lens of identity: Understanding who we are working with and for what purposes. |
July 9thHighlights: Reflecting on how we see the practice of music therapy in tandem with a music education approach.
What we think we know: That music is already a therapeutic class, but we need to find more ways to promote wellness through music What we wondered: How assessment can be geared through progress rather than product in the music class? What we learned/explored: How the Growing Success/Ontario structure answers the assessment question, but there are still subject areas where the traditional model of grading are practiced. How do we view our classes through our individual metric of success? How are we influenced in this way (stakeholders like community, administration, personal beliefs, etc.) How this relates to our lens of identity: When students can practice and celebrate their progress, they see themselves as a musician where they are now. You become a musician by playing music. |
References:
Gary Ansdell. (2002). Community Music Therapy & The Winds of Change. Voices, 2(2), np. https://doi.org/10.15845/voices.v2i2.83 Elizabeth Mitchell. (2019). Community Music Therapy and Participatory Performance. Voices, 19(1). https://doi.org/10.15845/voices.v19i1.2701 Schmidt, P. (2019).Policy as practice: A guide for music educators. Oxford University Press. |
Final Reflection
Highlights: How our own learning and thoughts about the spaces we create/occupy as music teachers impacts our students.
What we think we know: Not everything is black and white. Neutrality is a ball at the middle point on an incline. If you stop, you, roll backwards. We need to keep moving forward. What we wondered: How we can continue to change our language. What we learned/explored: How our thoughts of inclusion and experiences have been impacted in this course. How this relates to our lens of identity: Examining perspectives and embracing identities. |
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