I've never been accused of being lazy. If anything, I've been accused of being a little hyper-active, constantly exploring new things, and, well, suffering from "attention deficit disorder." I've never really minded the accusation, as I probably do seem a little hyper-whatever from the outside looking in toward the life I lead.
But I'm not sure "ADHD" or any other diagnosis accurately describes it. "Curious" probably comes closest to defining my nature, but even then that doesn't accurately describe the process by which I live my life. Well, unless you go with the secondary definition of curious, which is "strange, or different." I'll own that definition with great pride!
Yes, curiosity comes close, but I think what best describes my drive to create and discover is more accurately summed up, at least in the past couple years, by one word: "why."
I blame it on the fact that I'm currently pursuing my PhD in Curriculum & Instruction with a Music Education Cognate. I've done extensive research the past year into different philosophies and methodologies in the music classroom. I've explored Bloom's Taxonomy, Piaget's Theories, and come face-to-face with Gordon's Music Learning Theory (I'm not a fan, by the way, as I see him as a musical elitist, dividing children into those "who get it" and those "who don't"). And all of this research has led me to one simple word: "why."
As music educators, we're very good at the "what" and the "how." We know we have to teach the kids to get through particular pieces of music using specific techniques and methods that will create the best performance with the least amount of stress (in other words, we want to make sure the kids can perform their very best without pain, be it physical, mental, or emotional). We rock "what" and "how." One area that we never truly explore, or at least explain to our students, is "why."
I recently asked my orchestra students (my "kids") if they knew what "Common Core Standards" were. I also asked them if they knew about other state and federal standards that are being used to decide whether they'll graduate or not. A very small percentage (maybe 2% of my VERY unscientific poll), knew what these standards were or could articulate how they impacted students' lives. My question to my students was then "Doesn't it scare you that there are people making decisions about your future that you have no idea what they are?" Most of the students hadn't thought of it. And I blame myself and my fellow educators for that.
Now, don't get me wrong. I'm a fan of teachers. In fact, other than police officers, I don't believe there are more important and more under-appreciated people on the planet. It's the system that's the problem. We are so busy trying to get the kids to the next test, the next "checked box" on the list of our educational goals, that we forget to explain to the students why we're doing what we're doing. And, at least in my classroom, that has got to stop.
Why do we warm up on scales? Why is it important to know when this composer lived and who his contemporaries were? Why do I need to be able to hear the difference between major and minor? Why can't I hold my instrument pinched between my chin and shoulder? Why do you care so much, Mr. Bishop?
I want, or probably more accurately, I need my students to ask "why" more. It will help me become the teacher I need to be in order to help them reach their ultimate potential. As I tell my kids, "I don't expect you all to become professional musicians, but I will teach you as though you were heading that direction."
"Why?" Because I care, that's why.
That one little word drove me crazy as a young teacher, nineteen years ago. And now, I can't get enough of it. What drives you crazy? And why aren't you exploring it?
Peace,
Jeffrey
