The Presentation will explore a blended learning approach in engaging students at an HBCU Music Department, optimizing learning, creativity, productivity, and assessment strategies. Implementation of the latest technologies such as SolftChalk, E-Book Creator, and Learning Systems will be addressed in the presentation.
In today's technologically-advanced world, I still witness so many of my music colleagues who continue to teach in the archaic, comfort zone of thirty plus years ago classroom methodology. Let's also not forget that not only has the technology around us changed dramatically in the last fifteen years, but so have our student populations! Perhaps thirty years ago it was still reasonable to expect music students to enter a college music degree with a decent background in Classical music repertoire, Theory and Music History. Today, that is not the case, especially at an HBCU or a non-conservatory institution. Not only are professors faced with "closing fundamental knowledge gaps" in their student population, but they also have to find an engaging teaching approach to inspire these students to learn in a manner that is most familiar to them - technology. Therefore, the old-fashioned lecture, listening and writing assignments not only do not appeal to our millenials, but often produce low-performing learners. During my 9-year tenure at an HBCU institution, I have discovered that embracing the latest technology and innovative approaches to the classroom setting itself, can and does produce more effective and long-lasting results. Hence, I am here to share with you some of the ways in which I have revitalized my classroom, my teaching style, and have offered a more engaging and effective learning environment to my students in the field of Music. Not only do I ensure that my students "fill in their knowledge gaps", but they leave my courses with creative, innovative portfolios, prepared to enter the job market or graduate studies. Today's presentation will focus on two courses: Music History and Senior Seminar Paper for Music Majors. I have turned both of these courses into blended learning classes, providing ample study opportunities for students who may experience fundamental gaps in their music and/or writing knowledge, as well as challenging opportunities for those students who are ahead of the game. "Lectures", reading and listening assignments, as well as some assessment activities, are done outside the classroom time, on a flexible schedule most suited to the individual student. In-class time is then spent in the most efficient and engaging manner, focusing on discussions, group analysis and in-classroom presentations by students. Such technologies as SoftChalk, E-Book Creator, Jenzebar Learning System, Youtube, On-line Writing Lab, etc. are thoughtfully incorporated into the course syllabus to ensure a steady and effective progression in the subject matter, as well as an inspiring and engaging learning methodology to keep the students' interest throughout the semester. The fruitful results of the course are witnessed at the end of each semester, as the students demonstrate their knowledge and ability to apply technology and subject matter in their final course projects. The goal of this presentation is to inspire other colleagues to break down the "traditional", antiquated classroom-teaching barriers in order to meet our students in a more familiar learning setting (based on technology) to inspire, engage and optimize their performance abilities. The presentation will introduce various excerpts from the course curriculum, student assignments and student final projects (with obtained written permission from the students). The remaining 10 minutes of the presentation will be devoted to specific inquiries about student learning, curriculum design and assessment strategies involving music courses.