Tune Up Your Instruction: Transforming Discipline-Based Instruction Using Active Engagement Andi Beckendorf Luther College Bridging and Beyond LOEX Annual Conference 1 May 2010 Rameau music clips
Feb 24, 2016
Tune Up Your Instruction: Transforming Discipline-Based Instruction Using
Active EngagementAndi Beckendorf
Luther College
Bridging and BeyondLOEX Annual Conference1 May 2010Rameau music clips
Goals for this session• Observe a creative learning strategy
• Take away a model of active engagement for discipline-specific research
• Reflect on pedagogical goals and learning styles
• Understand the model from the viewpoint of both participant and facilitator
AssessmentPlease take a couple of minutes to write down three things you expect to learn during this session
Grieg music clip
Opportunities for new ideas• Departmental evaluation/accreditation• Curriculum review• Course-related changes• Experiment with teaching strategies
Challenges fostering new ideas• Boredom!• Transform the experience• Appeal to multiple learning styles
Brainstorming ActivityGoals:
o ice-breakero build on subject-specific knowledgeo introduce specialized considerations for music
Elements:omusic identifiers (opus, number, catalog
designation, key, etc.)o generic titles (sonata, cantata, prelude, etc.)o unique titles (Four Seasons, Tosca, etc.)o language skills (ЩелкунчикNutcracker)
Brainstorming Activity• What subject areas do you provide
instruction for?• What levels do you teach?• Can you think of subject-specific examples
to build brainstorming activities for?– language and literature: genres (poem, short
story, essay, novel)– biology/nursing/pre-med: differences between
formal and common vocabulary– history: terminology for events (Civil War vs.
War of the Rebellion)
Question Card ActivityGoals:
o each student has a chance to participateo practice identifying and finding resourceso build information literacy skills
Elements:oCephalonian Method
music: used selectively color: used to group question sequences active engagement: used throughout
oMLA Information Literacy Objectives
Question Card Activity
Basic Reference Author Sequence
Bach Sequence Wildcards
Resources
Preus
Fall 2009 Student Feedback
Overall
0 2 4 6 8 10
Section ASection BSection C
Music Selections
Participation
Usefulness of Information
Amount of Information
Model
0 1 2 3 4
Section ASection BSection C
Student learning expectationsResources (78)Research (44)Services (9)Listening/Audio (4)Translating/Languages (3)Citations (1)
Follow-up Questions•Interest in becoming an opera conductor•Use of music in speech pathology
Challenges•Activity not tied to an assignment•Instructor not present for the sessions•Expectations set for senior research•Comments from non-majors
Direction for the Future•Use of clickers for feedback•Use pre- and post-test for direct assessment•Explore spontaneous connections•Develop higher-order activities as part of a music department information literacy plan
Assessment4. What is your perception of the interactive
model used for the session?4 = Liked it very much 1 = Didn’t like it at all
5. What is your perception of the amount of material covered in the session?
4 = Too much 1 = Not enough
6. What is your perception of how useful this information will be for your music courses, private lessons, or research?
4 = Very useful 1 = Not sure I will useGrieg clip #2
Assessment7. Please rank your perception of your own
participation in the session.4 = I was excited to participate in this way.3 = I felt comfortable reading my card(s).2 = I felt uncomfortable reading my card(s).1 = I just wanted to listen, not participate.
8. Please rate your perception of the music used for the session.
4 = Selections enhanced the session.3 = Selections set a good mood.2 = Selections were distracting.1 = Selections were not useful in the session.
Assessment9. On a scale of 1-10, how would you rate the session overall? (10 being the highest)
Please include any additional comments at the end of the feedback sheet.
If you have a question you would like me to answer, please write it on the front of the sheet, and include your email address.
Questions?
Music ClipsRameau, Jean-Philippe. “Passepieds I & II,” “Air” and
“Tambourins I & II.” Castor et Pollux. Orchestra of the 18th Century, Franz Bruggen. Philips, 1990.
Grieg, Edvard. “Peasant’s Song.” Lyric Pieces, op. 65, no.2. Daniel Adni, piano. EMI, 1995.
Grieg, Edvard. Allegretto tranquilo e grazioso. Norwegian Dances, op. 35. Gothenburg Symphony Orchestra, Neeme Järvi. Deutsche Grammophon, 1986.
Williams, John. “Indiana Jones March.” Flying Carpets. Un’Ottava Sotto Sopra. MR Classics, 1999.
Thank You!I’d love to hear suggestions and comments. Please feel free to contact me:
Andi BeckendorfResearch & Instruction LibrarianLuther [email protected]
I would be happy to share materials and handouts.
This presentation will be included inthe LOEX conference proceedings.
Indiana Jones march