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)

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?

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.

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.

Presentation 2 Rough Draft

https://docs.google.com/document/d/1TsY30KboLpXLPBYEnVRPKNEu9mXaqmFlraD98_WPTDY/edit

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.