Flipped classrooms have been getting a lot of attention in the last few years. The idea of posting lectures online in order to free up classroom time for discussion and support makes a lot of sense, and many teachers are reporting good results with this model.
Flipping a performance class is somewhat different. A lecture is basically the direct transmission of information from the teacher to the student. Many directors function in the same way: "Clarinets, you need to play louder at letter B. Trombones, A-flat is played in third position. Saxophones, staccato means short. Play the notes short." And so on, ad infinitum.
However, directors respond to the ensemble's performance. Posting rehearsal instructions on a video would be meaningless. So what's the connection?
In both lectures and traditional rehearsals, the teacher owns and transmits the information. Flipped classrooms put more responsibility on the students to do the thinking and the problem-solving. Can we do that in a rehearsal? Absolutely!
Let's take expressive markings. Directors rarely ask students about the mood they are trying to portray and the effectiveness of different expressive techniques to achieve that mood. Is the music playful? What effect does note length have on that mood? Are we playing softly enough to achieve the misterioso marking the composer indicated? How fast is too fast for maestoso?
If I had a TARDIS, I'd go back to my classroom and have students make more creative decisions. I wonder what would happen if I assigned students to take an unmarked melody and add expressive devices to achieve an effect of their choice. Daniel Pink reminds us that autonomy is a major driver of motivation (http://www.ted.com/talks/dan_pink_on_motivation). Is there any reason we couldn't ask our students to select a mood and select the musical means by which to achieve that mood?
The flip occurs when we ask questions rather than give answers. Start with the aesthetic goal and move toward the technicalities rather than the other way around. Start with why, and let the students work through how.
For more on starting with why in all aspects of leadership, check out Simon Sinek's great TED talk at http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action
No comments:
Post a Comment