Driving Question
Using best practices for the 21st century learner, how can I engage an audience of students with diverse learning needs and musicianship within the same classroom?
Step 1: Identifying and Limiting the Topic
With the constant issue of students repeating my music course due to limited elective course offerings, I am struggling with student engagement while trying to incorporate more technology in my classroom. Having varying levels of musicianship in my classes (beginners to intermediate and moderately advance) I am aware that students are going to “check out” if each student’s developmental needs are not met. Differentiation of instruction is a must as well as aligning to standards. There is also no set curriculum which is a positive for my music course, however funds to purchase new material is limited; negative. It also does not help not having varying levels of music courses to place students in the appropriate course pertaining to their abilities.
Step 2: Gathering Information
As I was revising my driving question, I thought about the change from state standards to common core standards. Arts education does have specific state standards that should be addressed which led me to think that art education too should have common core standards. I came across a website dedicated to common core standards and arts education via a Google search which led me to http://nccas.wikispaces.com/. This is a site dedicated to aligning arts standards with common core standards. Not only is this study working to align the arts standards but it is also focusing on conceptualizing national arts core standards. Not only will I use the internet for reviews, case studies, and reports, but I will also observe neighboring schools with successful music and arts programs to get a sense of what changes need to be made in my classroom.
Step 3: Reviewing the Related Literature
Perusing the National Coalition for Core Arts Standards website I read a report titled: The College Board, Arts Education Standards and 21st Century Skills: An analysis of the National Standards for Arts Education as compared to the 21st Century Skills Map for the Arts. The first document focuses on what K-12 students should know, understand, and be able to do in dance, music, theatre, and the visual arts classes. The second document ties specific arts based outcomes to 13 habits and abilities known as 21st century skills; these outcomes were designed 16 years after the initial document. These documents in this study and report assist with broadening views of arts educators and other educators to get them to think about the variety of ways that an art learning takes place, beyond attaining the technical skills and abilities of a particular discipline. I will also be using Teach Like a Champion, Teaching with the Tools Kids Really Use; Learning with Web and Mobile Technologies by Susan Brooks-Young, Empowering Students with Technology by Alan November, and Cell Phones in the Classroom; A Practical Guide for Educators by Liz Kolb.
Step 4: Develop a Research Plan
Research has been conducted using the several case studies on 21st century skills and students in the music and arts classroom. I will use these case studies to my advantage and use qualitative research. I believe that the arts are just as important as the core curriculum courses and by finding best practices that have been proven successful will work with the students at MIT for engagement and continuing to develop their 21st century skills. At the end of my study and new lessons, I will survey my students both returnees (2 or more semesters of music) and new students about the engagement levels and technology use. I would like to also incorporate the opinions of past students who have had music recently and are not currently enrolled in my course, regarding lessons with and without technology. I will also have students fill out a learning log, which I have used in the past as a summative evaluation of what was learned by all students.
Step 5: Implementing the Plan and Collecting Data
To implement my research plan, I am going to put together surveys and questionnaires for my students to give me feedback. I am also going to need to create an observation form for when I observe other art educators. Through these tools, I will collect my results and use the information acquired as data.
Step 6: Analyzing the Data
At the end of the grading period, semester, or at the conclusion of a lesson/unit, I will analyze my students’ responses to the surveys and compare them and also compare them with past students’ responses. I will be looking to see if my data results affirm my belief that best practices will address the development needs and engagement for 21st century learners.
Step 7: Developing an Action Plan
I would first observe, review, and model or try out the best practices which incorporate the skills needed for engagement of the 21st century learner. I would use a new technique for each music class and one for my choir class. I will then have my students take the survey regarding engagement and technology.
Step 8: Sharing and Communicating the Results
Once the action plan has been completed, I will give my colleagues the results from the surveys and share with them the progress that is being made towards common arts education standards and also the process to the best practices lessons and unit results. My ultimate goal is to use best practices for classroom music at a school site that does not have a full music program, limited funds for elective courses, and a school site that is technology based.
Step 9 Reflecting on the Process
Reflecting is very crucial when it comes to education. Reflecting is continual. Through the action research and plan, I hope to gain a better understanding of how to engage students who are technically savvy through music and the arts. Throughout the process it is imperative to relate everything back to the initial question. During the process, things may change but the ultimate goal is to do what is necessary for the betterment of the students to prepare them for all life’s challenges.
Using best practices for the 21st century learner, how can I engage an audience of students with diverse learning needs and musicianship within the same classroom?
Step 1: Identifying and Limiting the Topic
With the constant issue of students repeating my music course due to limited elective course offerings, I am struggling with student engagement while trying to incorporate more technology in my classroom. Having varying levels of musicianship in my classes (beginners to intermediate and moderately advance) I am aware that students are going to “check out” if each student’s developmental needs are not met. Differentiation of instruction is a must as well as aligning to standards. There is also no set curriculum which is a positive for my music course, however funds to purchase new material is limited; negative. It also does not help not having varying levels of music courses to place students in the appropriate course pertaining to their abilities.
Step 2: Gathering Information
As I was revising my driving question, I thought about the change from state standards to common core standards. Arts education does have specific state standards that should be addressed which led me to think that art education too should have common core standards. I came across a website dedicated to common core standards and arts education via a Google search which led me to http://nccas.wikispaces.com/. This is a site dedicated to aligning arts standards with common core standards. Not only is this study working to align the arts standards but it is also focusing on conceptualizing national arts core standards. Not only will I use the internet for reviews, case studies, and reports, but I will also observe neighboring schools with successful music and arts programs to get a sense of what changes need to be made in my classroom.
Step 3: Reviewing the Related Literature
Perusing the National Coalition for Core Arts Standards website I read a report titled: The College Board, Arts Education Standards and 21st Century Skills: An analysis of the National Standards for Arts Education as compared to the 21st Century Skills Map for the Arts. The first document focuses on what K-12 students should know, understand, and be able to do in dance, music, theatre, and the visual arts classes. The second document ties specific arts based outcomes to 13 habits and abilities known as 21st century skills; these outcomes were designed 16 years after the initial document. These documents in this study and report assist with broadening views of arts educators and other educators to get them to think about the variety of ways that an art learning takes place, beyond attaining the technical skills and abilities of a particular discipline. I will also be using Teach Like a Champion, Teaching with the Tools Kids Really Use; Learning with Web and Mobile Technologies by Susan Brooks-Young, Empowering Students with Technology by Alan November, and Cell Phones in the Classroom; A Practical Guide for Educators by Liz Kolb.
Step 4: Develop a Research Plan
Research has been conducted using the several case studies on 21st century skills and students in the music and arts classroom. I will use these case studies to my advantage and use qualitative research. I believe that the arts are just as important as the core curriculum courses and by finding best practices that have been proven successful will work with the students at MIT for engagement and continuing to develop their 21st century skills. At the end of my study and new lessons, I will survey my students both returnees (2 or more semesters of music) and new students about the engagement levels and technology use. I would like to also incorporate the opinions of past students who have had music recently and are not currently enrolled in my course, regarding lessons with and without technology. I will also have students fill out a learning log, which I have used in the past as a summative evaluation of what was learned by all students.
Step 5: Implementing the Plan and Collecting Data
To implement my research plan, I am going to put together surveys and questionnaires for my students to give me feedback. I am also going to need to create an observation form for when I observe other art educators. Through these tools, I will collect my results and use the information acquired as data.
Step 6: Analyzing the Data
At the end of the grading period, semester, or at the conclusion of a lesson/unit, I will analyze my students’ responses to the surveys and compare them and also compare them with past students’ responses. I will be looking to see if my data results affirm my belief that best practices will address the development needs and engagement for 21st century learners.
Step 7: Developing an Action Plan
I would first observe, review, and model or try out the best practices which incorporate the skills needed for engagement of the 21st century learner. I would use a new technique for each music class and one for my choir class. I will then have my students take the survey regarding engagement and technology.
Step 8: Sharing and Communicating the Results
Once the action plan has been completed, I will give my colleagues the results from the surveys and share with them the progress that is being made towards common arts education standards and also the process to the best practices lessons and unit results. My ultimate goal is to use best practices for classroom music at a school site that does not have a full music program, limited funds for elective courses, and a school site that is technology based.
Step 9 Reflecting on the Process
Reflecting is very crucial when it comes to education. Reflecting is continual. Through the action research and plan, I hope to gain a better understanding of how to engage students who are technically savvy through music and the arts. Throughout the process it is imperative to relate everything back to the initial question. During the process, things may change but the ultimate goal is to do what is necessary for the betterment of the students to prepare them for all life’s challenges.