Compare:
At first glance, the 9 National Standards appear to have
Bloom’s Taxonomy as a “backbone” for the musical development of a K-12
student. Standards 4, 5, 6 and 7 could
be classified as knowledge-based; note the common descriptive words for these standards
and Bloom’s 1st domain:
create; identify; explain; demonstrate; and use. Standards 1, 2, and 3 could be classified as
skill-based, and while “sing,” “perform,” and “improvise” are not specifically
listed in Bloom’s 3rd domain examples, there are references to
“performing” and “performance” in the category descriptions. Standards 7, 8,
and 9 could be classified as attitude-based; again, while specific key words
are not among the examples for Bloom’s 2nd domain, there are
references to attitudes regarding culture and being an active listener in the
category descriptions.
Contrast:
The obvious contrast is that there are numerous key words
from Bloom’s 3 learning types that “cross-over” between the classifications
listed above. This suggests that the
standards don’t necessarily use Bloom’s Taxonomy as a “backbone,” but more like
an “inspiration” towards giving the K-12 student a “balanced, comprehensive,
and sequential” musical experience.
Another relatively obvious contrast is that the standards are
specifically written to define learning goals for a musical experience,
where the taxonomy defines learning styles for any non-specific educational
experience.
Excellent post, Jamie!
ReplyDeleteNow, with this knowledge fresh at the forefront of your mind, keep these connections between the 9 national standards and Bloom's integrated into your future lesson plans and projects. Keep your activities full of higher levels of thinking---students that are actively engaged in the learning process will be more likely to make important connections further down their educational road. Rather than expecting content to be delivered, they will be more likely to become actively involved in their learning journey and make connections between music and other areas.
Compartmentalizing music has always been an easy task for musicians, and making valuable connections between music and other areas in their life is a difficult thing to do. Encourage "teaching for transfer"--using materials they are already familiar with and experts in their own right to teach valuable musical concepts. A music therapist is a perfect example---to these connections is the main goal...am I correct?
You are going to do some fabulous things with this class, Jamie! I am so excited to find out where this class will take you!
You ARE correct! A Music Therapist is one who has to think outside the box in most sessions. It really depends on the population. Just last Friday I implemented an assessment for a child with autism. Parents explained that their child is not making progress with any of the other therapies in the school setting. Parents thought of MT. The current treatment team in the school can’t get this child to communicate wants or needs. Yet, as I watched this child interact with his mother, priceless. He will walk up to his mother tap her mouth. He has been conditioned to ‘tell’ her to sing, not necessarily 'ask'. What is more amazing!...It was the only time this child could sit appropriately and receive and appropriate human connection. Technology! (Musical keyboard, musical toys), would be the other item that attracts this young child. Bloom’s taxonomy is all over the place in Music Therapy. We must be able to bring music out of someone who has a limited or no skill set in music. The thought of teaching for transfer was heavy between the parent and therapist. The therapist is in a position to consult with parents/teachers about how to implement a musical component to advance a non-musical goal.
ReplyDeleteAlso if you look at our Music Therapy assessment You will see domains we have been taught to observed or investigate at EVERY first session: Social, Verbalization/Communication, Motor (fine/gross), Cognitive Skills, Psychological, Perception of Self, Emotional, Reality-Based Awareness, Vision, Hearing, Music Skills, Music Preferences, Reinforcers, Sensitivities/Other Environmental Needs, Appearance, and Medical Background (allergies, medication, etc. Again, lots of similarities to Bloom’s taxonomy.