Today’s students are plagued by the daily onslaught of too much stimulation from the moment they wake up until, hopefully, their heads hit the pillow for sleep at night. I can rember being a child and thinking there is nothing to do…LOL. The time period I am talking about was during the 1980’s. This was before the widespread use of the internet, google, ipads, smarrphones, social networks like; facebook, twitter, 24 hour news cycles, etc. Today, children are assaulted by things, all day long, that are there merely to attract or distract them. This is one of theain themes I try to relate to educators that argue there isn’t enough in the curriculum to catch our students attention. I argue, there is more than enough. School isnt about attention grabbing presentations and electrifying moment to moment interaction. School and education should be about giving space, time and opportunity to reflect and engage in task to generate knowledge, understanding and above all meaning.
The engagement that teachers are attempting to broker is supposed to be centered on the “common core”. that this set of common and core activities should be engaged in every activity and classroom. This set of elements doesn’t really give room to the student to reflect, when reflection is a constant assessible activity. what happened to classroom discussions? The music classroom has been a guinea pig for experiment into the importance of common core elements and activities over the past two decades. The arts teacher in their need to remain relevant in a change landscapes has allowed themselves and the experience they and the student are engaged in to be manipulated by those assessing. When, in all actuality the experience of performing and preparing is more than enough to create long lasting development of knowledge, understanding, and meaning making.
If the student is the text, and we as educators are truly trying to gain contextual fluency, then wh y are we solely focusing on assessment without discuss with them about it? If we have all agreed that traditional assessment does not work, why then are we still allowing for traditional assessment yo take place? shouldn’t we be involved in authentic assessment that involves the examination of the student’s knowledge and its use in a variety of settings? Yes we should.
These are just a few questions and ideas that I have been focused on lately. Space and Time are important to the student’s development. The availability of those rights and privileges are contigent on the student’s assertiveness as well as the teacher, parents and administrations call for that to be standard. If our educative process is student-centered, then we should worry less about product and more about process.