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.