Academic Service-Learning in Higher Education Music Educator Preparation

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    • 00:01

      LOIS GUDERIAN: Greetings.My name is Lois Guderian.I'm the music education coordinatorand an associate professor of musicat the University of Wisconsin Superior in Superior Wisconsin.In this presentation, I discuss academic servicelearning field experiences as part of music educator

    • 00:22

      LOIS GUDERIAN [continued]: and classroom educator preparation for teachingand learning in the schools.Academic service learning is learningthrough experience that involves some kind of civic engagement.Academic service learning field experiences and project designsare aligned with course goals and student learning outcomes

    • 00:46

      LOIS GUDERIAN [continued]: per course or degree program.In higher education, a key purposeof academic service learning pedagogy as part, of course,learning experiences is to be able to addressa targeted community need, while at the same timeproviding higher education students with opportunities

    • 01:09

      LOIS GUDERIAN [continued]: to apply course content, to developdiscipline, specific skills, and understanding.In essence, it's to have the opportunityto learn through experience in authentic contextsof their chosen field.In his very important and influential contribution

    • 01:32

      LOIS GUDERIAN [continued]: to higher education, Scholarship Reconsidered: Prioritiesof the Professorate, Boyer make a distinctionbetween acts of citizenship and thosethat were directly tied to a professor's field of knowledge.He believed that institutions of higher education

    • 01:52

      LOIS GUDERIAN [continued]: should change their missions, and consider ways to synthesizetheory and practice in ways that included commitmentto civic engagement and community service.Academic service learning field experiencesfor an educator preparation is one wayto realize Boyer's vision.

    • 02:17

      LOIS GUDERIAN [continued]: Under this context, I propose that academic service learningcollaborations between higher education departments of musiceducation and schools can result in mutually beneficial teachingand learning experiences in music education for childrenand youth in schools and for higher education students who

    • 02:41

      LOIS GUDERIAN [continued]: are pursuing bachelor degrees in education and music education.The work I describe here is part of course content, courserequirements, for music education methods coursesat the University of Wisconsin Superior--

    • 03:02

      LOIS GUDERIAN [continued]: elementary music education methods, secondary musiceducation methods, and integrated music educationmethods for classroom teachers.The University of Wisconsin Superioris a comprehensive public liberal artsuniversity in the University of Wisconsin system.

    • 03:24

      LOIS GUDERIAN [continued]: The university has developed a detailed initiativeto provide its students with experiences rootedin the liberal arts tradition that exemplify the university'smission.Academic service learning is designatedas one of five high impact practices at the University.

    • 03:46

      LOIS GUDERIAN [continued]: For professors desiring to learn about and includeacademic service learning pedagogy in their courses,professional development opportunities and supportare provided by the university and coordinatedthrough the Center for Academic service learning.

    • 04:06

      LOIS GUDERIAN [continued]: The University of Wisconsin Music Departmenthas a long history of civic engagement in the Twin Portsarea of Duluth, Minnesota and Superior Wisconsinin a variety of ways.Since 2009, several academic servicelearning programs for the school's music education

    • 04:26

      LOIS GUDERIAN [continued]: have been developed as another form of civic engagementand way to serve our community.All programs presented here, all programsthat have been designed in the past few years,align with local, state, and national standards, curriculum

    • 04:47

      LOIS GUDERIAN [continued]: goals, and aims and learning, 21st century learning.Before I provide a brief outline of how to go about this work,if individuals are interested in conductingacademic service learning with their students

    • 05:08

      LOIS GUDERIAN [continued]: and the steps involved in higher education student preparation,I mentioned the titles and a brief descriptionof four representative examples from the twelveongoing programs we have designed for the schools.Each project design must include student learning outcomes,

    • 05:34

      LOIS GUDERIAN [continued]: goals, the standards that are addressedfor not only the higher education studentsbut also the population of students or childrenin the schools that participate in the collaboration with us.For example, one project we have conducted in the schools

    • 05:58

      LOIS GUDERIAN [continued]: is an interdisciplinary teaching and learningin creative writing and composing interconnectedwith studies in form and music, reading and writing music,reading and writing poetry, non-traditional notation,listening and responding to music,

    • 06:20

      LOIS GUDERIAN [continued]: studying music in historical context,performance, and organization of students, independent learningto rehearse in their small groups.Another project that we have conducted in the schools

    • 06:42

      LOIS GUDERIAN [continued]: is 4K music education classes.Based on established standards for learningin early childhood, pre-service educatorsprovide integrated and sequentially designedinstruction in music education, one to two 30-minute sessions

    • 07:04

      LOIS GUDERIAN [continued]: per week for four-year-old kindergartnerswhere no music educator has been assigned.This is one of the community needsthat was brought to my attention.Would it be possible for you and your studentsto provide music education for our new programsolve of 4K kindergartens that were a new initiative

    • 07:29

      LOIS GUDERIAN [continued]: with the school district here?So we, of course, were happy to accommodate and to work outa way to help out with that particular educational aimin the district.Pre-service educators apply their course readingsand methods learned in class via the opportunity

    • 07:52

      LOIS GUDERIAN [continued]: to plan sequentially ordered lessonsto design and carry out instruction and assessinstruction that is appropriate for this age group.Music education goals include teaching and learningto develop abilities in pitch matching and singing,responding to beat and music through movement,

    • 08:15

      LOIS GUDERIAN [continued]: oral recognition of music through listening,and creative thinking through explorations of soundin music making.Integrated studies include teaching and learningthrough music, in and through music, and word recognition,reading, recognition of numbers and colors,

    • 08:36

      LOIS GUDERIAN [continued]: and also the development of social skills and motor skills.Another project we have conductedin the schools with both fourth and fifth grade childrenis a music reading, a project which

    • 08:56

      LOIS GUDERIAN [continued]: includes all of the content areas of the national standardsand the music education standards in our state,the content standards.Music reading, learning how to play soprano recorder,singing, listening, and responding to music,studying music in historical context and cultural context--

    • 09:18

      LOIS GUDERIAN [continued]: again, studies in form-- and studiesin improvisation and composition.This particular project offers pre-service educatorsand fourth graders experiences in teaching and learningin music that include the development of skillsand understanding in the various content and standards,

    • 09:39

      LOIS GUDERIAN [continued]: and also aligns with the new national standards.The teaching and learning in the various contentareas as presented an experiencedin an interconnected way where one area of learningreinforces another area of learning in music.Teaching and learning in music improvisation and composition

    • 10:01

      LOIS GUDERIAN [continued]: are embedded throughout the daily teaching and learningexperiences-- again, interconnected,and as an outgrowth of the studies, the other studies,of the project in music.After six to eight weeks of one to two classes per week,the young students experience a capstone concert

    • 10:25

      LOIS GUDERIAN [continued]: at the University provided by our students thatis directly related to what they have experiencedduring their hands on learning in the classroom.One last project I'll mention out of our twelveis an after school music composition songwriting class

    • 10:45

      LOIS GUDERIAN [continued]: at the middle school.The middle school in our districtdoes not offer general music in the higher grades.This course, this class after school, is presented in a waythat students might be able to take a composition class.It includes learning how to place

    • 11:07

      LOIS GUDERIAN [continued]: soprano ukulele, for example.And students can sign up for the class.It's multi-age.They do not need to have any experience in musicor any background, and of course, it is free for them.So this has also been a very exciting and successful program

    • 11:29

      LOIS GUDERIAN [continued]: in our community.This particular project provides pre-service educators, musiceducators, with understanding in how to design curriculumand the supporting daily lesson plans for that curriculum,how to organize and teach, and some constructivist

    • 11:51

      LOIS GUDERIAN [continued]: approaches to teaching, how to facilitatelearning in small groups.It provides them with understandingin differentiated teaching in musicand understanding in how to modify instruction and meetthe needs of many, many different levels

    • 12:14

      LOIS GUDERIAN [continued]: and interests of students in this age group.The overarching goals of the programsare the same-- to provide pre-service classroom educatorswith applied experience in all aspects of planning,instruction, and assessment necessary for teaching

    • 12:35

      LOIS GUDERIAN [continued]: and learning in general music and integrated musiceducation in the schools, as is requiredof their degree program, their licensing program.Second goal is to support the community partners' curriculumneeds, learning goals, and outcomesfor their students with rich teaching and learning

    • 12:56

      LOIS GUDERIAN [continued]: experiences made possible by having extra teachersat the school site.Very often, one of the most beneficial experiencesfor our partner is that we are able to increase the teacherto student ratio for conducting some of the projects

    • 13:20

      LOIS GUDERIAN [continued]: that we conduct.That might include small group learning, one on one helpwith learning particular skills-- for instance,an instrument playing, how to hold instrument,blow into them.After the whole group instruction,to be able to work with students in smaller groups

    • 13:41

      LOIS GUDERIAN [continued]: is very, very beneficial.As in any other endeavor, such workrequires much planning before the work at the siteeven begins.Over the past few years, having designed so many programs,

    • 14:02

      LOIS GUDERIAN [continued]: I feel that, of course, I've becomebetter at my organization and knowing how to conductthe programs, how to plan them.For me, I have found that step one is, first of all,to make sure that, if I'm interested in academic service

    • 14:22

      LOIS GUDERIAN [continued]: learning, it aligns with a particular course.I teach courses where I do not haveany academic service learning because it's notthe right fit for that course.Music methods courses, it's a wonderful fit for them.The next thing is that I will contact a community partner

    • 14:44

      LOIS GUDERIAN [continued]: to see if they would be interested in collaboratingon some of our music education projects,or if they have some needs that they would like usto design a program for them.Sometimes, something is brought to my attentionbefore I go to them.It can work either way.If I find partners-- and we find many in our area who

    • 15:07

      LOIS GUDERIAN [continued]: would like to collaborate with us-- the next step for me isto meet, make the appointment with the teacher whowill be the collaborator, ask them, how can we help?What will support your curriculum and your goals?What kinds of things would you like your students

    • 15:27

      LOIS GUDERIAN [continued]: to be involved and to learn that having ushere would be helpful to you?And then after we brainstorm, go back and makesure at that point that we-- make sure that what we come upwith is OK by principals, curriculum,

    • 15:49

      LOIS GUDERIAN [continued]: directors in school districts, and so on.Everything always, of course, needs to be done in a waythat everyone is involved.Then I will design a syllabus, put a syllabusinto place that, of course, includes the goals,learning outcomes, for everyone involved--

    • 16:09

      LOIS GUDERIAN [continued]: the young students, the older students whowould be responsible for this or that, whatever.The basic syllabus for the project.First step for me is I have to run thatby our academic service center.And when that is approved, go back to the school educator--

    • 16:32

      LOIS GUDERIAN [continued]: here it is on paper.Is there anything you want to add?Anything you want to change?And then at that point when everyoneis happy with the plan, the syllabus,it is distributed to all of the constituencies of the project--

    • 16:53

      LOIS GUDERIAN [continued]: the teachers, principal, everyonegets a copy so that everyone knows what is going on.At that point, I start to plan-- and of course, we'vealready set the dates-- plan the daily plans.And I share that with my students.We start to prepare in class, of course.

    • 17:13

      LOIS GUDERIAN [continued]: During the first part of the semester,we have been already preparing in our understandings, coursereadings and writings, discussions, the methodswe experience in class, and now to see plansput into place, the same kind of processthat my students are going to needto do to become effective teachers, the planning

    • 17:36

      LOIS GUDERIAN [continued]: process, the design of instructionand how it will be carried out, added scriptsfor smooth running instruction, the assessments.What kinds of assessments?We can generate to align with that.So we do planning in our classroom, preparation

    • 17:58

      LOIS GUDERIAN [continued]: in our classroom.My students are required to keep a journal, a daily journalof what happens at the site.And then after each day that we're at the site,we go back to our classroom.We discuss.We decide if we need to change things for the upcomingplan, how we might need to modify,or we notice this or that person who

    • 18:19

      LOIS GUDERIAN [continued]: needed help at the site, all kinds of things.I give my students responsibilities in their work.I'm able to give them feedback.We are all there.We're all experiencing it.We're all working together at the site,and it's with our school educator as well.

    • 18:41

      LOIS GUDERIAN [continued]: With preparing my students for a project,I already mentioned step one.First step is in the classroom, developing contextfor what we're going to be doing,understanding for course content.What is this class?It's an elementary music methods class,or it's a secondary music methods class.

    • 19:02

      LOIS GUDERIAN [continued]: What are the big principles?What is appropriate for this age group?And so on, all of the kinds of things that we do with methodscourses.That takes place in the first several weeksbefore we even go to a site.After the initial preparation, I have

    • 19:26

      LOIS GUDERIAN [continued]: developed a plan for my students, and it works well.It's a nice framework of learningof how these projects can work.Others might find them useful, or take the basic frameworkand change it to their own purposes.At our first site, I have my students involved

    • 19:50

      LOIS GUDERIAN [continued]: as participant observers.We are all there.My students are observing my teaching, the classroom,or music educator's teaching.And they are helping out.They are involved in interacting with the younger kids.We are all doing the activities together.The farther we are into the project,

    • 20:12

      LOIS GUDERIAN [continued]: I assign various responsibilities to themfor small segments of teaching.At our second site, they are given more responsibility.I usually design a program or have it lined upwith maybe a completely different teacherin a different school where it will be small group learning

    • 20:37

      LOIS GUDERIAN [continued]: with facilitator teachers.So perhaps on the first day, the classroom teacher and Iwill establish the context, do the whole groupteaching in a particular classroom.And then my students, we already havethe groups assigned before we're at the site for smooth running.

    • 20:58

      LOIS GUDERIAN [continued]: And my students then serve as facilitators.And they have been prepared.They know what they need to facilitatefor that particular project, if it's inquiries, strategiesof inquiry, to engage the children in the workthat they're doing, whatever it is.They have been prepared, and then they

    • 21:19

      LOIS GUDERIAN [continued]: are the teachers for the project,for the rest of the project.It's in their hands, and then thereis a sharing of each group at the end of the project.And a third field project then at the site-- for example,our 4K is a great example of this, 4K teaching.

    • 21:40

      LOIS GUDERIAN [continued]: The students are even provided more responsibilities.It's possible I might teach the first lesson or two at a site,but after that, students work in pairs or individuallyto provide each subsequent lesson at that sitethat we're going to teach-- the instruction, the planning,

    • 22:01

      LOIS GUDERIAN [continued]: the instruction, the kinds of assessment we're lookingat-- informal or formal, formative, summative,whatever-- the kind of assessment.And they are responsible for developing the lessonsin a sequential way, which is very

    • 22:23

      LOIS GUDERIAN [continued]: important to their teaching and learning for the schools.It's a requirement for their licensing and degree program.In other words, whatever we have taught prior to the lesson,they now must create and build on.They need to know, and they plan it accordingly.

    • 22:44

      LOIS GUDERIAN [continued]: They share the information with all of us.Just as I share the plans for projectswith them, they must make sure that the rest of us involvedknow what's going to happen, what they have planned,there's interaction between whatever pair is workingon the plan for the next site.They run it by me first and we have

    • 23:05

      LOIS GUDERIAN [continued]: an electronic back and forth.Discussions and so on, that it's provided for everyone.And we're at the site, they become the lead teachers.So they're the planners.They are the lead teachers, and the rest of usgive them feedback.

    • 23:25

      LOIS GUDERIAN [continued]: So that is the process.And then again, there are journal discussionsback in the classroom in between visits to the site,and ultimately the students write a reflection paper,which they turn into me on their experienceand I have some guiding questions for themto help frame their work.

    • 23:47

      LOIS GUDERIAN [continued]: And the Academic Service Learning Centeralso gives them an evaluation form which they fill outthat is anonymous.So my students might be writing something for me.And if I'm thinking, OK, wow.That sounds great.I'm so glad I had that experience.And I'm thinking, OK, are they being totally honest?

    • 24:08

      LOIS GUDERIAN [continued]: Is that their experience?But they also fill out an evaluation that is anonymous.It doesn't take their name on it.So that has given us some good idea of the reactions.And the reactions have been extremely positive.This is very important work for my students.

    • 24:29

      LOIS GUDERIAN [continued]: They learn a great deal.The teachers at sites, the principals, the students,because we also give the young students evaluation formsand opportunities to have a voice as far aswhat their experience was.And of course, everyone does.

    • 24:51

      LOIS GUDERIAN [continued]: The principals do, the teachers in the schools.Some comments, for example, a short one from a principal,"win-win situation for everyone."One of the classroom music educators we have worked with,"It was wonderful to see how all of the contentareas of the national standards can be incorporated

    • 25:14

      LOIS GUDERIAN [continued]: into daily teaching and learning in musiceducation in the schools."From the young students, they are always thrilled, excited,happy to see us, very, very engaged in their learning.And for me as a professor, it is very, very gratifying

    • 25:37

      LOIS GUDERIAN [continued]: to see my students not only involved in this workin developing and learning how to-- learning the skillsand understanding that they need to be successful educators,but to also hear their response about how much they enjoythis work.It's a very vital part of our work.

    • 26:00

      LOIS GUDERIAN [continued]: And other researchers have found the same results,have had the same results, in not only field, work,such as Conway and many different studies with musiceducation field work, but Schmidt with fieldwork experiences with music educators,and others with academic service learning kinds of field work.

    • 26:26

      LOIS GUDERIAN [continued]: And this, in conclusion, academic servicelearning music education preparationvia learning through experience within a community of learnerstype of framework can result in very beneficial teaching

    • 26:50

      LOIS GUDERIAN [continued]: and learning in music for everyone involved.A comprehensive description of the programs, designs of someare included in a new source bookby Sage on service learning and civic engagement.Thank you for listening.

Academic Service-Learning in Higher Education Music Educator Preparation

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Abstract

Professor Lois Guderian explains how she incorporates service-learning into music education courses. She discusses the key goals of community engagement, the processes of preparation and collaboration, and the response from students and other stakeholders.

Academic Service-Learning in Higher Education Music Educator Preparation

Professor Lois Guderian explains how she incorporates service-learning into music education courses. She discusses the key goals of community engagement, the processes of preparation and collaboration, and the response from students and other stakeholders.

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