Imaginative Bridges = Music 2

During this week’s readings, a particular part of Copeland’s text caught my attention in regards to the listener. “… not whether he is deriving pleasure, but rather, whether he is understanding the import of the music. And if he has understood, then I must ask: what has he understood?” (p.11) Then later in the text, he replies to this last question by stating, “Were you absorbed? Was your attention held? That, then, was it; for what you heard were patterns of sounds that represent the central core of the composer’s being…” (p. 16) I believe I kept reflecting on these two parts because they, to me, correlate greatly with the art of teaching. I want more than anything for my students to truly learn. To obtain the knowledge and have it absorb right in them, so they carry it as they progress and build upon it. For this to actually happen, doesn’t it reflect greatly on how we present the material to the students? Teachers must be like a composer. Like producing music, we must put our heart and soul into it. The product will be interpreted by them, the students. And if they really understand what we produce and see its importance by being absorbed and having their attention held (engagement), then it will be successful. Perhaps, this may seem unrealistic to others, but to me, that’s exactly what I want to take place in my classroom. I want my students to get lost in the beauty of learning, just as they do when they listen to music. To be caught up in it, to want to learn more, is powerful teaching. Similar to the power of music, learning or teaching can exert such power too. 

Imaginative Bridges = Music

This module completely relates to me as an English teacher. Two of our units that I teach are poetry and persuasion. Earlier this year, while teaching the persuasion unit, I had my students look at music as persuasive or motivational. Their goal was to find out how songs are persuasive or motivational? What exactly do musicians and artists do to make their songs stand out and get a reaction from the audience? Students not only analyzed the lyrics of their favorite songs, but I also played multiple songs for them and had them respond to the sound of the music. Students were able to make the connection and elaborate on the feelings, emotions, and thoughts that they experienced with the songs. It was found that music creates experiences for people that may be similar or unique. Overall, music makes people feel and think a certain way depending on the words used in the lyrics and the melody.

 With the poetry unit, students identified and interpreted the use of figurative language and sounds devices in poems to determine meaning. Lyrics in music are poetry. The sounds in the music are the part of the sounds devices used in poetry; rhythm, rhyme, alliteration, repetition. Reading the readings this way, was great recognizing much of it from teaching poetry in my classroom.

I absolutely love incorporating music with my lessons. Music speaks to students. It’s something of high interest and implementing it in the classroom only helps to engage. It makes learning an experience for them and most likely a compelling one. At the end of the school year, I always try to ask my students about what their favorite thing was they learned this year. So many times, I have had them say it was the music and poetry lessons. Therefore, if it’s an aspect that stands out in their mind and is memorable, it was a compelling experience for them.