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Developing Leadership in the Ensemble Classroom

Developing Leadership in the Ensemble Classroom Developing Leadership in the Ensemble Classroom B y E r i c S h i e h en years from now, I don’t just grams immerse students in various chal- want my orchestra students to lenges such as ropes courses, wilderness be able to perform Aaron Joy trips, or service work, and ask students to Kernis’s Second Symphony process those experiences, making general- Twith flawless technique—I izations that expand beyond the immediate want each one of them to take part in shap- tasks. Two central characteristics of these ing the world. programs are shared by the music ensemble We are teaching in an age where the classroom: experiential learning (learning by responsibility of educators to impart a sense doing) and group development. As music of social and global consciousness is over- educators, we return again and again to both whelming. Ours is an age marked by domes- the hands-on, application aspect of our work tic and global confrontation, a media explo- as well as to the importance of community in sion, and the increasing influence of market- our classrooms when promoting our music driven values. Whether our young people programs and defending their value in our will grow into http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Music Educators Journal SAGE

Developing Leadership in the Ensemble Classroom

Music Educators Journal , Volume 94 (4): 6 – Mar 1, 2008

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References (9)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0027-4321
eISSN
1945-0087
DOI
10.1177/00274321080940040106
Publisher site
See Article on Publisher Site

Abstract

Developing Leadership in the Ensemble Classroom B y E r i c S h i e h en years from now, I don’t just grams immerse students in various chal- want my orchestra students to lenges such as ropes courses, wilderness be able to perform Aaron Joy trips, or service work, and ask students to Kernis’s Second Symphony process those experiences, making general- Twith flawless technique—I izations that expand beyond the immediate want each one of them to take part in shap- tasks. Two central characteristics of these ing the world. programs are shared by the music ensemble We are teaching in an age where the classroom: experiential learning (learning by responsibility of educators to impart a sense doing) and group development. As music of social and global consciousness is over- educators, we return again and again to both whelming. Ours is an age marked by domes- the hands-on, application aspect of our work tic and global confrontation, a media explo- as well as to the importance of community in sion, and the increasing influence of market- our classrooms when promoting our music driven values. Whether our young people programs and defending their value in our will grow into

Journal

Music Educators JournalSAGE

Published: Mar 1, 2008

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