1.) The point on pg. 107 of Allsup I like the last point he makes about how the leaner may want to explore areas in the field of study outside the usual norms. Especially at the beginning levels of music education, I think it is important to fosters student's curiosity about all subjects and genres pertaining to music even if it is outside the class norms. This can help the student to grow a deeper appreciation for music by engaging with their own creativity and curiosity. 

2.) Allsup states that, " There are meanings that exist outside the casings that define the familiar and the normal" (page 116) How I interpret Allsup talking about "opening a closed form" is that there are many teachers who are stuck in teaching music and not the process of music making. Allsup talked about how the end goal of music education an be for some teachers just fulfilling the requirements and producing measurable results. That way the focus is obtaining skills to play the music on the page to show measurable results. With engaging students in the process of music making, it is a little more difficult to measure those objectives. As a future teacher, I hope that I can focus on engaging students in what they are doing, fostering creativity so there is a long-term appreciation for music. 

3.) From JMU's 8 key questions: 

Outcomes - Allsup discusses the concept of musical independence in this chapter. "Age and experience appropriate benchmarks" could help students gain creative independence which is the end goal of music education according to Allsup. 

Responsibilities - Teachers have an obligation to adhere to the Common Core standards and have outcomes from students that can be measured and evaluated. However, in a open classroom setting it is important to focus on the process of music making rather than just the 

Character- Allsup described the "democratic music educator is an agent" to help promote change in music in schools for the better. The importance of the teacher to be continually learning and growing is emphasized. 

​Authority - All teachers in public schools are subject to the common core curriculum But in the chapter it is discussed that it is important for teachers to be respectful to authority and the community, but to recognize the need for reform in public schools. Teachers have an obligation to the students. "Education must be more than preparation for work" (page 129)

Presumptions- to use the more advanced settings, the user must have knowledge of how to use similar recording techniques 
privileges - encourages exploring different sounds from different genres 
provisions - using the advanced settings and using the jam session settings 
protections - to use it effectively, would need some understanding of music theory 
preventions - has the option for loop tracks from China, but not from other cultures 

Presumptions - You have to be literate in the technology required to use the app. 
Privileges - Because of the ease of use with this app and user friendly interface, it is easy for anyone to explore their own musical creativity with the freestyle and composing settings 
Provisions - playing along with some of the more challenging songs at a fast tempo would take practice to do so accurately and some of the more advanced tools in the composing setting would take some practice to learn how to do. 
Protections - this app does not have any music theory instruction 
Preventions - In the freestyle mode it is really only possible to play one melodic line with one finger. in order to enlarge the key size the range of the keyboard get smaller. It also depends on if you are using this app on a tablet or smartphone. 

I was able to attend a debate on the topic of whether or not music should be in public schools for this class. As a music education major, previous to the debate I was firm in the belief that music should be strongly encouraged and be a significant focus in public schools. I think that a lot of the time music gets overshadowed by other extra curricular school activities such as sports and other academic programs. Since teaching music in public schools is the line of work I wish to pursue, the thought of advocating for music outside of that is a little disconcerting. I would like to advocate for music in public schools not only because I would like to have more job security once I graduate, but also because it is something I believe can have a positive influence. 

One of the main points brought up by the moderator was that both sides had the same intent of giving students the most well-rounded and influential music experience possible. Either side just had different approaches to how they thought this could be made possible. The opposing side brought up the issue that there is little funding for music programs in public schools. According to them, in order to give students a well-rounded and quality music education, the funds currently given to schools are insufficient. Also, that it better promotes life-long appreciation for music if the student chooses to be involved in an ensemble. However, the other side argued that most students and parents are exposed to music ensembles and programs through the schools. By not making music programs available in school, it can exclude some students. 

After listening to the debate, I was surprised at how my view on the subject had slightly changed and had been enlightened by the different perspectives. I agreed with the opposing sides view that it is important to have people get involved in music making experiences in the community. Personally, I have had many great experiences being involved in community ensembles. However, I still think it is imperative to have music be a strong force in the public school system. For many students and parents, the school is where they are initially exposed to the opportunities that music programs have to offer. I would like to see a combination of both views being implemented in schools. One where students have many opportunities within the school to have a well-rounded music education, but teachers also work with community programs and ensembles and advocate for student involvement. 

Below is a picture of the debate and also a students showcase where students were presenting music technology projects using the Makey Makey. 

One of my favorite quotes from the Allsup reading was, "Diversity is not understood as something I introduce to students. Diversity is encountered, and its problems are unpacked, as we work within and across layers of difference and divergence." (Allsup page 105) I like this because one of my primary goals in my philosophy of education is to be inclusive of diversity. By incorporating music from various backgrounds into the programs in my classroom, it would help my students to be aware of various cultures. Through encountering different cultural musical ideas, students will be able to discuss it and also be more inclusive of other students that identify with a minority. 

Earlier in the semester, Dr. Abramo was able to visit our class and we watched a Beyonce music video and discussed the ideas portrayed in it. The question about the video was whether or not it promoted female empowerment or oppression. I liked how we were able to incorporate music from pop culture into the class. As an aspiring string orchestra teacher, I hope that I can introduce music from various genres and not just classical music so that the students in my class can have a more well rounded education. I also liked how in that experience fro this class we were all able to discuss and share our ideas. 

Another one of my favorite experiences in class was when Ms. Bledsoe was able to visit and have us participate in an improvisation exercise. Personally, improvisation was a skill that I didn't have much exposure to in my k-12 education. I think it is important for students to feel comfortable expressing any musical ideas that they have. By incorporating exercises similar to the one we did with Ms. Bledsoe, it will enhance every students musicianship and allow them to feel safe exploring their own creativity. The national anchor standard fro music number 1 states that students should be able to, "generate and conceptualize artistic ideas and work." Therefore, it is my responsibility as a teacher in this specialized field to ensure that my students have that opportunity. 

1.) In Allsup's first point in his “framework as a structuring device for the design of the open music classroom.” it talks about presenting a problem that can lead to longterm and short term growth. For me as an aspiring string orchestra teacher, I would implement this philosophy by programming challenging music for the students. By doing this the students will be able to learn new techniques and skills that will result in long term growth in their musical development. In Allsup's third point he discusses creating an environment of exploration in the classroom. This can be done in a string orchestra setting by improvising in small groups during  portion of class time and also verbal communication and brainstorming to "provoke new ideas" in a repertoire piece.  

​2.) I think the purpose of the music classroom in part is developing the students life long appreciation for music. For a beginning strings class it is important to not only ensure that the student are developing proper technique on their instruments but that they are also engaged in playing the music and enjoying the learning process. I think improvisation based activities are valuable in giving students the opportunity to explore their instrument and be more engaged. 

​3.) After reflecting on Allsup's text and the discussions in class my music education philosophies have been enlightened and changed slightly. As a teacher I have recognized the importance of not making the classroom too structured. It is important to develop the students creativity and implementing more of a laboratory concept to the classroom. I would like to continue to learn more about how I can implement these philosophies into a curriculum for my ideal classroom setting of string orchestra. 

4.) "Diversity is not understood as something I introduce to students. Diversity is encountered, and its problems are unpacked, as we work within and across layers of difference and divergence." (Allsup page 105) Allsup discusses how through the process of creating and performing original music and discussing ideas about music during class time, diversity can be discovered in ways that would otherwise not be possible. I think that through creative processes different backgrounds can have the opportunity to have an influence on the students music making experience. 

1.) Allsup discusses the importance of music instructors making the most of every second in the class. The challenge is maximizing the amount of instruction in rehearsal, but not doing too much to overwhelm the students. When I attended practicum at Northfork Middle School for my MUED 307 class, I noticed that the instructor of the string program did a good job at maximizing the hour of class time to get through all of the material. However, I really liked how the instructor didn't rush through learning objectives and made sure all students were able to understand and grasp the topics. While it is important to challenge the students to continuously learn more, It is imperative to not overwhelm the student with information so that they can have a solid understanding. 

2.) An aspect of my personal philosophy as a music educator is to facilitate an inclusive learning environment that recognizes many backgrounds and ways of thinking. As a music educator I believe that it is important to expose my students to material of various cultures. I also think it is important to be constantly learning as an educator and to collaborate with colleagues in other areas of expertise so that students will get a well-rounded music education. When students are able to receive a well rounded music education it can help encourage longterm appreciation and learning. 

3.) Allsup explains the concept of Dewey's ideal school by stating that, "The institution called "school" is a physical place of inherent contradiction and tension, a location that serves society through the preservation of past accomplishments and agreed-on cultural standards, as well as though the expectation of new discoveries and reimagined practice." (Allsup page 122) Dewey also explains how the past accomplishments and "new hopes and problems" help to shape an individual. The constructivist theory of pedagogy is one that takes into consideration the past experiences of students to help determine how to facilitate the students academic growth in the future. Although according to Allsup, Dewey never explicitly identified his theories as constructivist. 

​4.) I agree with Allsup's ideas of incorporating improvisation in the music classroom. He states that "it (improvisation) is about finding something out as much as expressing something learned." (Allsup page 128) I agree with Allsup that it is easy for teachers to primarily teach music with diction and to rely on musical notation. However, I think there is value in students in the music classroom being able to develop independent thinking skills and exploring their creativity. I personally prefer the orientation of the classroom to have a student orientation rather than a teacher orientation with as Allsup states, "a lot of rights and wrongs and lots of step-by-step instruction."