Crafting a learner-centered rehearsal; Altering your role through blended approaches
Presented by Steve Holley
The visual of the ensemble director situated on a podium in front of the ensemble is a time-honored tradition in music education, but is it pedagogically infallible? Might there be additional approaches to teaching and learning in music that are equally as well-suited and will enable us, as music educators, to reach a greater number of students? What is the optimal role of the teacher in an ensemble rehearsal, and how might cultivating a more democratic learning environment benefit both you and your students? In order to develop this culture, and to allow the student to take on additional ownership of their learning process, you first need to rethink your role in the rehearsal. I’ll define and give examples of a number of approaches to the ensemble rehearsal including formal, non-formal, and informal methods. Additionally, we’ll discuss how these ways of teaching and learning can be blended along a continuum to develop a hybridized approach to the rehearsal, and how utilizing a diverse approach to the ensemble rehearsal will both develop autonomy within the ensemble and nurture life-long learners beyond their time with you; all in an effort to build student autonomy and make your job easier.