Opportunities in Service Learning

Abstract

Service learning offers all students, regardless of their roles, many development opportunities. ervice learning-"service and learning blended in a way that both occur and are enriched by the other"-is a part of teacher education that, when coordinated with either a school or community program, can serve mutual goals.1 Through service and the experience of helping others, high school students may choose music education as their vocation. Service learning can also reaffirm the choice of talented college students to become and remain teachers, which is essential to help alleviate the shortages in the profession. According to the Alliance for Service Learning in Education Reform, service learning is a method by which young people learn and develop through participation in organized experiences that * meet community needs * involve collaboration with the school and community * relate to each young person's academic curriculum * provide structured time for a young person to think, talk, and write

Service Learning and the Effective Listening Classroom

“…This is not the case" (Burns, 1998 p. 38). Barnes (2002) continues by stating service learning employs hands-on service activities but students are also provided with time to reflect on how theory is integrated into those activities. Structured time for reflection and analysis to enhance assigned course content is what makes service learning an academic tool, differing from pure volunteerism (p.42).…”

Exploring Student Learning and Leadership through a University-Community Choral Initiative

“…Partnership projects with a specific music education remit are following such trends and thus there is an ever-expanding body of research in this area (Addo, 2003;Barnes, 2002;Bartleet, 2012;Bartleet et al, 2014;Bartolome, 2013;Brophy, 2011;Burton, 2011;Burton & Greher, 2007Colley et al, 2012;Conway & Hodgman, 2008;Emmanuel, 2005;Kenny, 2014a;Kenny, 2016;Nichols & Sullivan, 2016;Power & Bennett, 2015;Reynolds, 2004). Burton and Greher claim (2011, p. 105…”

“…Partnership projects with a specific music education remit are following such trends and thus there is an ever-expanding body of research in this area (Addo, 2003; Barnes, 2002; Bartleet, 2012; Bartleet et al, 2014; Bartolome, 2013; Brophy, 2011; Burton, 2011; Burton & Greher, 2007, 2011; Colley et al, 2012; Conway & Hodgman, 2008; Emmanuel, 2005; Kenny, 2014a; Kenny, 2016; Nichols & Sullivan, 2016; Power & Bennett, 2015; Reynolds, 2004). Burton and Greher claim (2011, p. 105): Preparing new music teachers to face the increased challenges awaiting them as they enter the field requires a rethinking of traditional curricular practice rooted in learning about teaching toward practice that favors a concentrated emphasis on multiple, context-specific, field-based experiences throughout the course of their studies.…”

Music and Service Learning: A Case Study

“…In the area of music education, the needs of one party (future teachers lacking practical field experience) become the resource for the other (after-school recreation programs and schools without music specialists) and vice versa (Barnes, 2002). Service learning can prepare future music teachers and performers for future employment and may contribute to a sense of self-confidence.…”