Music Education and Social Emotional Learning - The Heart of Teaching Music
by Scott N. Edgar (C) 2017
Chapter 1 - What Is Social Emotional Learning (SEL)?
page 16
I found it interesting that the author "argues" that music classes "can" connect to the real world when he was just going on about how music was more connected to it, or so I thought, and gave students a chance to interact. He is claiming other classes simply talk more, and therefore they keep bringing in the real world like a crochet work.
This implies that music classrooms do not talk about "the real world." Since music teachers communicate throughout the country/world, all the music classrooms are connected and they know if they do this and control it.
page 16
Also, the fact that music classrooms do not use language as much as other classes, aside maybe from a few like art, implies that all young musicians's feelings are bottled up and they're just waiting to "get it out" and don't want to let anyone else improve after their class year's graduation is finished. It even makes them "feel special" and spoiled.
page 16
Supposedly, it's a spoiled thing because it's a "kit" to saying you did something complicated and technical that can lead to leadership and people going in different directions doing different things supporting others in the same field of work, that is the music field. Indeed, running through the course of their veins is the desire to play vs. start their own orchestra. It was a big thing in my time that you just perform so you are godly, rather than do other things for holistic life, well-being.
page 17
They suggested since other arts exist or something like that, that music can be community service through performance. I think that something that involves people doing music themselves would be wiser. Music therapy is more clinical psychologically.
page 18
It talks about serving by performing and including the mentally retarded and mentally ill. However, they fail to just educate the average student. Some schools just have band, and some schools have music class and no band.
page 22
A big thing I caught onto was about "where you should be" in music. Schools are nervous to say if they have music or not and make a reason that is probably not true. They would say that in private lessons and in their personal maybe level of exam. The biggest thing is to suggest it out of nowhere to a good, smart person who maybe knows a little music somehow that they should be more advanced or to someone like that who basically does not play. It can even be used psychologically to do with practice and age and level.
page 22
The author suggests people doing much music is only dependent on your background and where you're going, suggesting things like race.
page 24
Music class can be seen as "home away from home."
It can be seen as a "social medium." People use musical prowess to define the meaning of life and race, and culture.
page 25
They expect every young person to experience music in the classroom in an interactive and very emotional way.
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