May 2,2002
Metamorphosis
    There has always been a strong need for education but it seems this need has greatly increased in today’s society.  Education has the incredible power of breaking down barriers that exist between people and societies.  By offering formalized education to students, the students will gain knowledge that will help them become well-rounded members of society.  Our schools try to help students become well rounded by teaching them a variety of subjects; yet, the arts are typically removed from the curriculum with the excuse that the arts will not teach them things they need to know in the real world.  However, the arts provide knowledge in areas that other subjects cannot.  Furthermore, music teachers can incorporate information from most other subjects into their lessons.
   There are several events from this semester that stand out as things I have taken note of as a developing teaching.  My first teaching experience in the participation was in a high school women’s show choir, during the height of their season.  I took a class about a year ago, which discussed the pros and cons of a show choir and competition.  I never understood the negative side until I was able to observe this high school ensemble on a daily basis.  The girls were good singers, dancers, and all round performers; but I question their musicianship.  It felt like the main goal was to win, not to be musicians and learn.  This became apparent as the weeks went on and the girls turned against each other and the teacher.  This experience showed me that without extreme caution, competition could be the end all to any choral organization.
   Another experience in the high school during my time in Anderson was with a veteran teacher.  She is a very knowledgeable woman and teacher, but she feels like she can no longer understand or relate to her students.  She has seen school and student attitudes and behaviors change over the years.  We had numerous discussions about why these things have changed, and how society as a whole can change them for the best. 
   In the middle school, I realized that patience is not only a virtue, but also a necessity.  I also learned that too much patience could allow a teacher to get walked over by his or her students.  A well-developed classroom management and discipline plan are essential to the success of any classroom where academic work is involved.  This just allows the teacher to be prepared for possible events and to take care of the issues right away.
   The most influential event this semester was the REI observations.  The REI observations opened my eyes to a wonderful concept of teaching that I support fully.  It also opened my eyes to the type of teachers I would and would not want involved in this type of classroom.  I feel that only a unique and talented special education specialist belongs in an REI classroom.  This is not only for the sake of the teacher, but also for the overall good of the students involved.
   One of the most powerful aspects of music is its ability to be accepting of a great number of learning domains.  Music tends to be a place where a number of different domains can be addressed such as the psychomotor and affective domains.  The psychomotor domain refers to the inclusion of physical movement and interaction in learning.  A music classroom is one that can incorporate movements with singing or playing instruments, which are already psychomotor activities.  The affective domain refers to the emotional interactions in learning.  A music class is one of the only places students can be affected by the content of the class emotionally and effect the content by their emotions.  A music class is a place where aesthetic experiences are common and easier to come by. 
I feel that the most appealing aspect of music for students is that a music setting is a safe place for them.  Music is accepting of almost all people; learning styles, interests, disabilities, and abilities typically don’t affect it.  The content of music classes can be adapted to fit the needs and desires of all students.  I think this aspect is special because it is inclusive of everyone.  Students who are unsure of themselves during adolescence, or any time, can be certain of acceptance here because music can’t turn anyone away.  As a teacher, I think that we need to encourage people to become involved even if they aren’t the greatest musician in the class; they are still learning as much as the student sitting next to them.  And it is vital that we give them this opportunity.
   The promise I would make myself is that I will not stay in teaching music for more than ten years.  There are so many things that I would like to do to make a difference in schools and students’ lives, and I feel my place to do so is in the school administration.  I feel very strongly about some reform to schools and would like to be in an active role of that reformation.  There are hundreds of things I would like to improve upon for the well-being of the teachers and the students involved.
Music is a common bond for all people not just musicians.  It is the one thing that most everyone experiences on a daily basis.  It is used in all facets of life.  Our societies are trying to find a way to teach everyone so they are learning the same information.  So why do school take away the one thing that we all use in our daily lives and serves as a uniting force for a number of people?  It seems that if music is that common for all people that we would strive to teach people about it and keep it around as a tool to tear down some of the other barriers society has.  I intend to advocate the use of music not only as entertainment but also as an educational tool to teach our students about other cultures, how to succeed in other areas of study, and about the ways of life.  Music is a tool that can be used very powerfully in teaching many concepts of life.
Two things I would like to offer to my students are opportunities and experiences.  I feel that students should be given the opportunity to try everything in music and have the opportunity to experience all aspects of music.  It is one thing to teach your students about music; it is another thing to let the music teach them; and it is yet another thing to teach them through music.  I think to be a successful teacher of music you must incorporate all three of these ideas equally in your classroom.
   The one valuable thing I can bring to my profession is my overall attitude and desire.  I am a positive person who enjoys what they do and is always trying to keep the interest of her students, herself, and her colleagues.  I have the desire and determination to find new teaching techniques that will appeal to a large group of people.  I will not give up or settle for something less than what can accurately be achieved.  I set high standards for myself, and I work everyday to achieve those standards.
   The biggest challenge I face as this semester ends is confidence of my students’ abilities.  I have had four years of experience teaching grades 9-12; but I have only a handful of experiences teaching grades K-6.  I understand the developing teenager, but I question my knowledge on a student’s development prior to adolescence.  I will be working at Cardinal Kids Camp this summer, so I will have the opportunity to learn, hands-on, the capabilities, both physical and developmental, of the students in grades K-6.
   Since August 1998, the biggest change I have noticed in myself is my rise in my independence.  I have learned to stand up for myself and to believe in myself.  I have also realized that I have a voice and although I may not always agree with someone on an issue, I have the right to be heard.  It is people like me who question what does not make sense that change the world little by little, person by person.  My independence is the one thing that I’ve gained over the past four years that cannot be taken away from me.  It is the one thing, which will make me the teacher I am meant to be.

December 2001
    I feel that I have really learned a lot this past semester in both my MUSED351 and MUSED396 class.  These are the two classes that I knew would help me the most, and they really have.  I had no intention of ever want to teach elementary general music.  But my experiences in 351 have really changed my way of thinking.  I really enjoyed going into the classrooms and teaching the students and would love to have a class of my own eventually.  I now have a better understanding of what to expect out of the younger students as far as ability levels.  I really believe that all students should be given the opportunity to have positive experiences in music and that will be my job to ensure they have these opportunities.
   396 has really helped me as well because before this class I felt like choosing literature was a foreign subject.  I've have had the opportunity to put what I have learned in this class to use by choosing music for SAI to sing.  They can be a difficult crowd and it is hard to pick music they enjoy but can actually perform.  We talked, in class, about composer and publishers that cater to certain types of music which has helped me choose music here of late.
   I have also become very comfortable using my voice in front of classes.  Before, it was an intimidating thing for me to do.  I don't really know what finally made me realize it was okay to use my voice, but I don't have trouble doing so anymore.  My piano skills are improving.  I am originally an organist and taught myself how to play piano when my teachers would not.  Not it is still confusing at times.  But slowly I have worked on it and have improved.  I know that if I had to accompany a class for one reason or another, with some practice I feel confident that I could do so.
   In January, I plan on attending the IMEA conference in Indianapolis.  I have already decided which sessions I want to go to, and most of them revolve around elementary general music and literature reading sessions.  Even though I feel comfortable in these areas now, I know that there is so much more for me to learn.

April 20, 2001
      This semester I took MUSED 258, Vocal Techniques, which has  eliminated most of the uncertainty I experienced with knowing what to expect  from different age levels.  There a lot of this I learned in this class  that I never would have thought about when choosing music or choosing what  section to place students in.  I also would have never thought to constantly  be listening for a boy's changing voice.  I know that they go through  the voice change process; however, I probably wouldn't have paid that much  attention to this change.  I never would have known that there are keys  and ranges that are better for groups that have changing voices in them, so this class has definately prepared me in a lot of ways for knowing what to expect from my students voices.
   I still have to take MUSED 396, Choral Literature, in the fall of 2001.  This will help me in choosing music for different age levels and abilities.  This subject is still fairly foreign to me at this time.
   I feel that I would be able to teach all three age levels, elementary, middle, and high school.  However, by choice, I would not like to teach elementary school.  Teaching elementary school takes a personality and energy level that I do not feel that I could maintain for that long.  I would like to work with younger students occasionally but not exclusively at this point in time.  I think I relate and can understand older children better than younger ones.
   My conducting skills have vastly improved over the semester.  I still have to take MUSPE 290, Conducting Choral Lab, this summer.  But this past semester I have worked with Sigma Alpha Iota, Iota Chi chapter.  I have been in charge of vocal technique, teaching parts, playing paino, and even conducting.  This is something that I enjoy and have used as a learning experience and I intend to continue doing this with this organization.  Along with this, I am trying to work with my church choir director about letting me teach and conduct one or two pieces over this summer.
   I think I have significantlyimproved over the semester.  However, I do understand that I am constantly learning, and I am now constantly looking for opportunities to improve.

January 18, 2001
     If I had to teach elementary choir, I would basically feel  comfortable doing so.  I think I would need to really work on appropriate  vocal skills and repertoire for this age level.  Musically, I’m  not confident on what it appropriate and safe for their voices.  My piano skills would not be a problem because I have both played parts and accompanied for choirs before.    I would want to adapt conducting techniques to compliment their experience with music.  They may not respond to just the beat patterns and this is something I would need to work on.  I have very little to no experience to work with this age level of students and I have never had the desire to do so, so I have never pursued it.  Of the three age levels, this is the one I feel less competent and prepared to do so.  I also don’t feel I would enjoy the situation.
   If I had to teach middle school choir, I would face some of the same obstacles.  I’m not sure what all their voice are capable of because of puberty and changing voices.  I think I would be very nervous about harming their voices.  I was given the chance of working with a junior high choir when I was a senior and I really enjoyed it.  I was able to work in one on one interactions as well as small group settings.  I didn’t do a lot of conducting with them, but I did at least run rehearsals (both beginning new music and polishing music for concerts).  I feel that my piano skills are something I would only need to worry a little about.  I am confident that this would be a stronger suit for me.  I have done very well in my sight singing classes and fully believe in solfege, so I feel confident with sight singing as well.
   High school choir is a lot like middle school for me.  My confidence level is about the same for these two age levels.  I think I would feel a little more comfortable with what they are able to do safely with their voices.  Conducting would still be a concern because I just haven’t had a lot of choral conducting experience outside of a conducting class.
   Knowledge of repertoire is a skill I will gain when I take choral literature.  In addition to this class, I think I can refer to past concerts of schools to get an idea of ability levels of students.  I think that I would definitely gain the most if I had the opportunity to attend a workshop on techniques and tips on how to choose music.  Also, an experienced director would be a great asset to talk with.
   My conducting skills will hopefully improve when I take choral lab conducting.  Aside from this class, I need to get involved in a church choir or outside choir that will allow me to practice conducting.  I also intend on becoming involved in the singing committee of the Iota Chi chapter of Sigma Alpha Iota; I would help with vocalizes and directing the music we sing.  This will be something that will really benefit me.
   To gain knowledge of what different age levels can accomplish, I need to observe the specific age level of students.  Also, talking to teachers of these students is another idea.  The teachers would be able to tell me what to look for to identify their abilities.
   I don’t think that I would want to rank any of these as being the most important for me to learn, because I think that it is extremely important that I learn all of these.  The biggest thing is going to be holding myself to actually improving in these areas.