So, the video I recently posted on my facebook profile has sort of inspired me, both to make movies on xtranormal.com (give it time, give it time) and to examine the way that we as educators give explanations and ask questions of our students. As many of you will know, Socrates is credited with coming up with a method of teaching that involves the teacher asking leading questions of the student so that the student is left with the feeling that s/he arrived at the answer on her/his own.
Personally, I find this concept very appealing when I am in either role, but when I am in the role of the student, I find myself frequently feeling critical of the teacher asking the questions. Why? Because it often seems as if the teacher asks questions that could be restated thus: "I'm thinking of a number between one and a million. Which one am I thinking of?" We all do it, I'm sure...because being a teacher is a little like being a passenger in a car that someone else is driving to your house. You know exactly where you are, what turns to make, what the destination will look like when you arrive, and how much further you have to go. You are so familiar with your surroundings that it's hard to imagine anyone else not knowing where they are, so maybe you forget to give directions altogether. You've forgotten what it's like not to know. And, even if the driver (student) is familiar with the general neighborhood (context), s/he may arrive at the wrong destination (conclusion) simply because the passenger (teacher) wasn't specific enough about where to turn and what to look for. At that point, the student becomes reticent to answer questions at all because no one likes to be wrong, and the teacher frequently makes the mistake of assuming the student is just dumb or lazy, when really the problem is with the teacher.
So, how do we make it better? How do we go about training ourselves to ask better questions as teachers, provide the appropriate supports for our students (visual aids, etc.), direct them more specifically to the destination without taking the wheel out of their hands? I think Captain Broccoli might be a good place to look for some answers.
Rising Level 2's
Watch the Captain Broccoli video and answer the following questions:
Do you think the "minor triad superhero" would have benefitted from a
visual aid on a musical staff? If so, what kind?
Do you think Captain Broccoli served his purposes by mentioning
sevenths or saying "any note could be in the bass"?
Why or why not?
Do you think Captain Broccoli really gave the full definition of figured
bass symbols? Did the "minor triad superhero" understand why 6
and 6/4 were used for the respective inversions? Does a 6 or a 6/4
actually mean first or second inversion?
Do you think the example of a person on their behind or a person on
their head really reflects what is happening in an inverted triad?
Why or why not?
Then, re-write the Captain Broccoli script in the places where you think it ought to happen, adding the examples and visual aids you consider appropriate. Optimally, share your re-write with a friend and see if s/he understands.
Rising Level 3's
Watch the Captain Broccoli video, peruse the questions laid out for the 2's, and write your own dialogue for one of the following concepts:
Inversions of seventh chords
Roman numerals (how to apply a Roman numeral to a chord)
Relative minor
Three forms of minor
The circle of fifths (key relationships/signatures)
Use the Captain Broccoli video as a model, meaning that you should try to anticipate the questions a student would ask you....for our purposes, assume your student is in high school or a freshman in college. Be creative...for example, you could use a clock face or "The Wheel of Fortune" as a basis for your circle of fifths conversation. Specify what visual aids and musical examples you would want at your disposal. Again, the best way to determine whether or not you've been clear is to ask someone to read over your dialogue with you and give you feedback.
Rising Level 4's
Watch the Captain Broccoli video, peruse the questions laid out for the 2's, and write your own dialogue for one of the following concepts:
Modes (your choice: relative, comparative, or both)
Secondary dominant harmonies
Chromatic solfege syllables
How to find keys from a tuning fork
How to take a melodic dictation (i.e. Mary Had a Little Lamb)
Use the Captain Broccoli video as a guide, meaning that you should try to anticipate student questions (assuming your student is a college freshman) and specify what kinds of visual aids or musical examples you would use. Find a friend to go through your dialogue with you and give you feedback.
I hope you find this task enjoyable...I know I'm kind of pushing into the world of methodology, but I know for myself that I understand a concept SO much more thoroughly once I've actually tried to teach it. You may find yourself asking and answering questions you never knew you had....and that, my friends, is the magic of learning!
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