Recently, I completed a ten week implementation of lessons in my music classes, for which I was required to write about, for my Masters of Science. I chose to include writing lessons in addition to music theory, listening lessons, and composition. I have been a music teacher for many years and have been rated by my superiors as a "recognized" to "exemplary" music teacher. Nonetheless, this implementation period took place during the last ten weeks of school, so I knew I had a great challenge before me! Most of the students were willing to work to the last day of classes, but there were some that thought school was out after spring break in March. Knowing that I had to regain these few students, I decided to try some classroom experimental lessons that were not necessarily music oriented.
In Texas, we have annual assessment tests (TAAS) for determining the progress of the students in math, writing, and reading. It would have made a fine project to determine which activities in music contribute to the students' success in applying these core subjects on the tests. However, since all states and countries do not use these type of assessment tests, my thesis had to be on something that would be applicable to all. I had little experience in tying writing projects into music that would be deemed on the same level of the proficiency needed for scoring well on the assessment tests, but decided that would be the area that I would focus.
Do fine arts really teach a child to become more creative? Many would say, "Absolutely, yes!" If that is so, then why is it that as students make their way through our well-planned lessons, that they don't all leave as independent, creative thinkers? Many of our students look for, even require specific guidelines to take them from point A to point B. where they can even muster the courage and confidence they need to experience independent thoughts and have their imagination stimulated.
Of course, we all have those students that are creative, seemingly by nature. They are the ones that have great self images and their peers are accepting of practically everything they do. It's the students that are timid, or less self-assured, less popular, that seem to stand back to see what is acceptable, before they even try to develop something of a creative nature. Generally, they are borrowing the ideas of the self-assured students. There are still others that are so overwhelmed with the task, that they don't even try.
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