1) What I am most proud of is that everyone I asked seemed to understand the concepts I was teaching them in my presentation, this was visible to me through my activities.
2a) I think I deserve a P, while I didn't go above and beyond, I felt I nailed everything I needed to have in my 2 hour, and still include a few powerful ideas I wanted to share with the audiences.
2b) I think I would also do a P, my project had plenty of low points sometimes, but when I was able to effectively communicate what I had to say through my components, I think it really showed how big my project ended up being.
3) Definitely service learning, I had a very powerful mentor who taught me too many things to list, he also became a good friend, the first whom I was able to talk to music about on a higher level.
4) Model Assembly I would say was where it didn't really work, I had a lot of trouble linking my project to it.
5) I plan on either being an independent musician or a music teacher in the future. Everything I learned to understand music on a professional level will help me attain these goals. A good example is all the theory a musician has to know, in order to do things like improv or songwriting.
Wednesday, May 23, 2012
Thursday, May 17, 2012
Sunday, May 13, 2012
Service Learning
1. Log of hours: https://docs.google.com/open?id=0B0szWSRNRgOPVnpQUi0wUlZ0S2c
My service learning instructor is named Cruz Vargas, and he can be contacted at 909-933-0820. The gist of what I did for service learning is that Cruz helped me understand music better, and then helped me apply that understanding into other areas of interest, music teaching being one of them. I was basically an apprentice, and I listened to what he had to say about musical instruction, theory and history. I also helped him plan out lessons for a group gathering of guitarists he hosted every Saturday, which I also attended.
2. The most important thing I gained from this experience was being able to understand music on a professional level. Because I want to go into music as a career, possibly even teaching it, I have to have a good understanding of how and why music works. My instructor was able to explain a lot, and always answered any questions I had about music, so I managed to learn a lot.
3. I told my instructor my EQ and the purpose of the project from the start, so he talked about things that would help me answer it, as well as answer any questions I came up with. When I helped him plan lessons, it helped me answer my EQ because I saw the thought process that went into teaching. When considering what was most important in teaching music, I thought heavily about what goes into the lesson itself. Seeing my instructor account for everything in his lessons, and also allowing me to suggest ways to change or improve that lesson really helped me develop answers to that EQ.
My service learning instructor is named Cruz Vargas, and he can be contacted at 909-933-0820. The gist of what I did for service learning is that Cruz helped me understand music better, and then helped me apply that understanding into other areas of interest, music teaching being one of them. I was basically an apprentice, and I listened to what he had to say about musical instruction, theory and history. I also helped him plan out lessons for a group gathering of guitarists he hosted every Saturday, which I also attended.
2. The most important thing I gained from this experience was being able to understand music on a professional level. Because I want to go into music as a career, possibly even teaching it, I have to have a good understanding of how and why music works. My instructor was able to explain a lot, and always answered any questions I had about music, so I managed to learn a lot.
3. I told my instructor my EQ and the purpose of the project from the start, so he talked about things that would help me answer it, as well as answer any questions I came up with. When I helped him plan lessons, it helped me answer my EQ because I saw the thought process that went into teaching. When considering what was most important in teaching music, I thought heavily about what goes into the lesson itself. Seeing my instructor account for everything in his lessons, and also allowing me to suggest ways to change or improve that lesson really helped me develop answers to that EQ.
Thursday, April 26, 2012
Interview 5: Helping 2013
I interviewed Isaiah Chavez on 4/24 at lunchtime (1pm).
1. What ideas do you have for your senior project and why?
A1: I want to do public service and recreation, because I like working with people my age and helping them out with things like sports.
Feedback: I asked whether he had a good location to gain first-hand experience, for service learning. He did have a few community centers near them where he could volunteer.
2.What do you plan to do to complete the 10 hours of service learning (working with an expert) which is due prior to senior year starting?
A2: I'm just gonna go to the community center and ask the people I know already what they need help with.
Feedback: I did tell him the specifics of what qualifies an expert, and he did say that his expert had been working there a while.
3. What do you hope to see or expect to see when watching the class of 2012 present their two hour presentations?
A3: I want everything to be clear, so I can understand what they did. Also that the 2 hour presentations aren't boring.
Feedback: I explained what the EQ is, and how it drives the senior project. Answers developed throughout the whole year should be evident in the presentations.
4. What questions do they have about senior project? What additional recommendations would you give the 2013 student about senior project?
A4: I'm not really too sure, I guess how the senior year progresses?
Feedback: I did explain how senior project comes together: the main part of senior project developed by you ties in with a component made by each house teacher throughout the year. You then have to link everything together to your topic.
1. What ideas do you have for your senior project and why?
A1: I want to do public service and recreation, because I like working with people my age and helping them out with things like sports.
Feedback: I asked whether he had a good location to gain first-hand experience, for service learning. He did have a few community centers near them where he could volunteer.
2.What do you plan to do to complete the 10 hours of service learning (working with an expert) which is due prior to senior year starting?
A2: I'm just gonna go to the community center and ask the people I know already what they need help with.
Feedback: I did tell him the specifics of what qualifies an expert, and he did say that his expert had been working there a while.
3. What do you hope to see or expect to see when watching the class of 2012 present their two hour presentations?
A3: I want everything to be clear, so I can understand what they did. Also that the 2 hour presentations aren't boring.
Feedback: I explained what the EQ is, and how it drives the senior project. Answers developed throughout the whole year should be evident in the presentations.
4. What questions do they have about senior project? What additional recommendations would you give the 2013 student about senior project?
A4: I'm not really too sure, I guess how the senior year progresses?
Feedback: I did explain how senior project comes together: the main part of senior project developed by you ties in with a component made by each house teacher throughout the year. You then have to link everything together to your topic.
Monday, April 16, 2012
Answer # 3
For this answer, I was still focusing on what makes a good teacher.
My 3rd answer would be to tailor your approach to suit every individual student, since no single student is the same, and working with them individually will let them get the most out of your lessons.
I began to piece this together from a website that had various teaching methods on it, musiced.about.com. It also said that a teacher should use methods that best suit the current student's needs, to never focus on one method and even develop your own separate method on your own later on.
When I asked my service learning instructor how to make an efficient lesson, he told me that one of the things he did was ask the student what general direction they wanted to head in, in doing so, it kept his students constantly willing to learn new things. This was always different for each student he had.
My 4th interview also said something similar. I asked him whether he individualized a lesson for each student, and he said he had a general introduction when first starting lessons. Then, he gradually moved into what the student was interested in, and began applying what they learned to what the student wanted to do.
Sources:
1. musiced.about.com
2. Cruz Vargas
3. Jason Chavez (Interview 4)
My 3rd answer would be to tailor your approach to suit every individual student, since no single student is the same, and working with them individually will let them get the most out of your lessons.
I began to piece this together from a website that had various teaching methods on it, musiced.about.com. It also said that a teacher should use methods that best suit the current student's needs, to never focus on one method and even develop your own separate method on your own later on.
When I asked my service learning instructor how to make an efficient lesson, he told me that one of the things he did was ask the student what general direction they wanted to head in, in doing so, it kept his students constantly willing to learn new things. This was always different for each student he had.
My 4th interview also said something similar. I asked him whether he individualized a lesson for each student, and he said he had a general introduction when first starting lessons. Then, he gradually moved into what the student was interested in, and began applying what they learned to what the student wanted to do.
Sources:
1. musiced.about.com
2. Cruz Vargas
3. Jason Chavez (Interview 4)
Fourth Interview Questions
1. What is a teacher to you?
2. What makes a good teacher?
3. What do you define music as?
4. When did you first realize you wanted to be a teacher?
5. Why do you teach music? (as opposed to other subjects)
6. How often do you add new things to your teaching methods?
7. Were there any people that influenced the way you teach?
8. Where does professionalism come in as a factor in teaching music?
9. Do you feel there are any misconceptions in being a music teacher?
10. Has becoming a teacher change the way you view music?
11. How do you make sure a student actually learns from your lessons?
12. Are there any goals you still want to reach as a music teacher?
13. Are there any areas to study outside music that can help you improve as a teacher?
14. Does the music you work with have an influence on the things you teach?
15. How hard do you have to discipline a student?
16. How do you deal with a student being confused with your material?
17. Have you ever taught a student to be able to perform effectively?
18. How has your approach to music itself changed over the years?
19. What kind of preparations do you make before each lesson?
20. Do you make a plan for each individual student when you teach them?
2. What makes a good teacher?
3. What do you define music as?
4. When did you first realize you wanted to be a teacher?
5. Why do you teach music? (as opposed to other subjects)
6. How often do you add new things to your teaching methods?
7. Were there any people that influenced the way you teach?
8. Where does professionalism come in as a factor in teaching music?
9. Do you feel there are any misconceptions in being a music teacher?
10. Has becoming a teacher change the way you view music?
11. How do you make sure a student actually learns from your lessons?
12. Are there any goals you still want to reach as a music teacher?
13. Are there any areas to study outside music that can help you improve as a teacher?
14. Does the music you work with have an influence on the things you teach?
15. How hard do you have to discipline a student?
16. How do you deal with a student being confused with your material?
17. Have you ever taught a student to be able to perform effectively?
18. How has your approach to music itself changed over the years?
19. What kind of preparations do you make before each lesson?
20. Do you make a plan for each individual student when you teach them?
Friday, February 17, 2012
Independent Component 2 Plan Approval
1. For my independent component, I will be taking the music/mixed media performance elective at Ipoly.
2. Each peformance, as well as the hours of practice put into each performance will be able to meet the requirement for the 2nd Independent Component.
3. Performance is a big part of being a musician, in order to better understand what is most important in teaching music, I have to experience the factors that go into performance and practice, and why students need to learn these skills as well.
2. Each peformance, as well as the hours of practice put into each performance will be able to meet the requirement for the 2nd Independent Component.
3. Performance is a big part of being a musician, in order to better understand what is most important in teaching music, I have to experience the factors that go into performance and practice, and why students need to learn these skills as well.
Thursday, February 9, 2012
Independent Component 1
Log of Hours: https://docs.google.com/document/d/1Jhkfd2xuqiHWZ8rHmBIAwhh_rKhlUaCIVTp7GMpD2XQ/edit
- I, Victor Tostado, affirm that I completed my independent component which represents 30 hours of work. I have recorded a log of the hours I spent practicing a musical instrument. This log kept track of my practicing only when I was home.
- I have two forms of evidence, I will bring in a signed, printed version of my log confirming my hours. I will also be performing in Mr. Ogden's music elective to show proof that I have been practicing.
- Like any other musician who wants to teach music, I cannot stress enough that practice is the most crucial part of getting better at any instrument. So, I myself already practice loads of hours a month, as I play several instruments. This log signifies the hours I recorded in the month of January while practicing at my home, so it easily reaches the 30 hour mark as any musician can pour in much, much more practice in a month.
- This independent component helps me answer my EQ because, a teacher must be able to push their students to practice well in order to better themselves. A teacher must also be able to practice constantly in order to effectively enforce this. "What is most important in teaching music" means that I have to understand what is most important in learning music itself, as a student. The most important thing a student can put into learning an instrument, is practice. At it's core, to teach is to relay that experience that the teacher went through while learning. So, if I experience the importance of practice, I can teach it effectively as well.
Sunday, February 5, 2012
Presentation 2 Rough Draft
https://docs.google.com/document/d/1TsY30KboLpXLPBYEnVRPKNEu9mXaqmFlraD98_WPTDY/edit
Monday, January 30, 2012
Service Learning
I am working with a guitar teacher named Cruz Vargas, who hosts his lessons at a music shop called Ontario Music. What I have done for my service learning with him, is discuss the methods and philosophy that goes into teaching a student music, as well as helping me solidify my own understanding of how music works. I also observe how he teaches and discusses music in his own lessons. I have worked the 10 hours required as of January 13th.
Answer 1
1. One answer I've developed for my EQ, what is most important in teaching music is, "Keep your student constantly employed in beneficial activities".
2. From both being in a music class, and observing my service learning teacher's classes with his students, students always show a sign of interest when you present them with things they can relate to, topics that they are passionate about and inspired them to take a class in the first place. In order to reach this point, you must make sure your student is constantly feeling like they are not wasting their time, or feeling bored. Make sure they are always doing something to advance on what they are studying, even outside of the lesson.
3. My sources are my service learning with a guitar teacher, Cruz Vargas, as well as the philosophy of Joseph Jacotot, who came up with a outline of his own method for teaching students.
2. From both being in a music class, and observing my service learning teacher's classes with his students, students always show a sign of interest when you present them with things they can relate to, topics that they are passionate about and inspired them to take a class in the first place. In order to reach this point, you must make sure your student is constantly feeling like they are not wasting their time, or feeling bored. Make sure they are always doing something to advance on what they are studying, even outside of the lesson.
3. My sources are my service learning with a guitar teacher, Cruz Vargas, as well as the philosophy of Joseph Jacotot, who came up with a outline of his own method for teaching students.
Thursday, January 5, 2012
Third Interview Questions
1. What is most important in teaching music?
2. What are things I shouldn't be expecting from a student during teaching?
3. How experienced should a teacher be about their subject/instrument/etc?
4. What other school subjects do you incorporate when teaching?
5. How do you evaluate what a student wants from being taught by you?
6. Where does age come in as a factor when teaching?
7. How are students kept interested and willing to learn more?
8. How do you move from one lesson to the next smoothly?
9. What various teaching methods are most effective when teaching music?
10. What doesn't work when teaching music?
2. What are things I shouldn't be expecting from a student during teaching?
3. How experienced should a teacher be about their subject/instrument/etc?
4. What other school subjects do you incorporate when teaching?
5. How do you evaluate what a student wants from being taught by you?
6. Where does age come in as a factor when teaching?
7. How are students kept interested and willing to learn more?
8. How do you move from one lesson to the next smoothly?
9. What various teaching methods are most effective when teaching music?
10. What doesn't work when teaching music?
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