Project Based Learning Reflection Project Based Learning is a student-centred method of teaching that encourages students to learn and understand concepts by working in teams to produce a tangible result. Through this method they are able to apply their knowledge and understanding of theoretical work, and are encouraged to learn and solidify their understanding of content in a ‘hands-on’ approach which is more engaging and rewarding to students, as well as being highly personalized (Hayden, 2015). For the purposes of this task, I will be applying this theory to a cohort of ten to twelve year old girls who come from a wide variety of cultural and musical backgrounds. Many of the students are bilingual and a few speak English as their second language. There is a wide range of musical ability. Most of the students have previously had group instrumental lessons in Years 2 and 3 as part of their school’s music program and can generally read music on a basic level. Many students will currently be enrolled in private tuition and band programs at the school, while a small selection of high achieving and gifted students have already completed 8th grade AMEB on their respective instruments. Some students who are new to the school will have had no previous musical experience.
The example I will be using will be a compositional task designed to assist students in learning about and exploring the C pentatonic scale. The students are given an explanation the pentatonic scale using xylophones to demonstrate which notes they are allowed to use. This is a hands-on approach which allows students to hear and see (by removing the bars of the xylophone) which notes are part of a C pentatonic scale. They are then given the instruction to ‘compose a short piece of music using the C pentatonic scale.’ The broadness of this instruction allows students to interpret the task according to their level of skill and understanding, allowing the teacher to not only assess the student’s current understanding, but to provide suitable extensions to challenge each student.
One of the primary benefits of utilising Project Based Learning with this cohort would be the space it allows to provide differentiation for students with different needs and abilities. Hayden (2015) goes as far to suggest that Project Based Learning is so personalised that it exceeds differentiation or individualisation in its ability to cater to the unique needs of each child. Students may be placed into groups according to their level of musical ability. A group at a more basic level of understanding and ability might interpret the task to simply mean they should devise a melody based on the scale provided using classroom instruments such as xylophones. This allows them to consolidate their understanding of the C Pentatonic Scale, but also allows the teacher to suggest extension which might challenge them, for example, encouraging the groups to create a bass line to accompany their pentatonic melody. More intermediate groups would hopefully (potentially with some prompting if needed) opt to create a piece with a homophonic texture, including melodic and harmonic lines, and a bass line. Ideally, some of these students would be having tuition on orchestral or band instruments and would incorporate these into their compositions. For extension, these students could be prompted to consider dynamics, or articulation. Students showing exceptional understanding and ability, including gifted students would be grouped together and use their own instruments to compose a more complex piece. These students could be prompted to create an A and a B section for their composition, as well as be reminded about expressive techniques.
By using Project Based Learning in this scenario, students who are proficient enough in their understanding of music and this new concept, are able to more quickly become engaged in their own exploration, allowing teacher focus to be placed where needed, with students who require more guidance and attention, for example, students who speak English as a second language, who may need more assistance in understanding the concepts being presented. Because they are granted a large degree of independence in their learning, though supported by the teacher, students are encouraged to problem solve and collaborate to reach solutions in regards to the content, or even in regards to team working, building not only academic knowledge, but social skills and real world problem solving abilities (Method Schools, 2017). Furthermore, and most significantly, this method encourages creativity and active music making, which should be prioritised in every music classroom.
Ideally, once the students had completed this project, I would repeat it, and place students into different groups, which would be made up of a mix of students of all levels. All the students should have a solid understanding of the concept following the completion of the first task, and should therefore be able to work together coherently. It also allows gifted students to serve as role models and informally ‘mentor’ other students, without the teacher deferring the any teaching of content to them. These projects can also be transformed into further learning opportunities such as performances of their compositions, as well as hearing and analysing the compositions performed by other groups.
Project Based Learning is an incredibly useful teaching method that allows personalised, student-centred and student-driven learning in music classrooms. Its encouragement of hands-on, collaborative learning is ideal for primary aged children to not only keep their interest and engagement, but to grow social skills as well as academic knowledge.
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Bibliography
Ferguson, D. (2017). PBL in a Music Programme.Retrieved from https://my.pblworks.org/resource/blog/pbl_in_a_music_program
Grand Canyon University. (2020). Project-Based Learning in Music Classrooms.Retrieved from https://www.gcu.edu/blog/performing-arts-digital-a rts/project-based-learning
Hayden, M. (2015). Personalized learning through project-based music - nafme.Retrieved from https://nafme.org/personalized-learning-through-project-based-music/
Method Schools. (2017). The Benefits of Project Based Learning.Retrieved from https://www.methodschools.org/blog/the-benefits-of-project-based-learning
O'Brien, M. (n.d.). What is project based learning? - defined learning (formerly defined stem).Retrieved from https://www.definedstem.com/blog/what-is-project-based-learning/