The non-traditional secondary music performance class
© 2020 Taylor and Francis. For this chapter, the author provides examples of non-traditional approaches to music learning as hybrid ensembles. Hybrid ensembles encourage students to take leadership over their musical decisions, build independent musicianship, learn and share musical concepts with their peers, and socialize and collaborate across a variety of musical styles and genres. The author posits that hybrid ensembles is most effective when situated within a learner-centered pedagogical framework where (a) learning experiences are open-ended; (b) choice and autonomy are supported, encouraged, and fostered; (c) individual musical experiences are relevant and meaningful; (d) social interaction and collaboration are required; (e) students actively engage with the learning process; and (f) learning is based on students’ natural desires and interests. Positioned within a non-traditional secondary classroom, this chapter seeks to (a) define and situate hybrid ensembles as a non-traditional approach to music teaching and learning within a learner-centered classroom framework, (b) suggest approaches for establishing a learner-centered classroom climate that is conducive to all learners, (c) provide assignment and assessment examples, (d) offer additional reading, equipment, and setup considerations in a learner-centered approach for hybrid spaces, and (e) outline the role and responsibilities of the music teacher.
The Learner-Centered Music Classroom: Models and Possibilities
Kladder, Jonathan R., "The non-traditional secondary music performance class" (2019). Faculty Articles Indexed in Scopus. 231.