Teaching for a FAIL (First Attempt In Learning) in the Ensemble Classroom

Weidner, Brian; Skolar, Ellen

doi:10.1177/00274321211060332

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…This modeling provides PMEs with examples of various strategies and ideas for problem-solving during low-stakes situations, allowing them to make mistakes inherent to the learning process (Duke, 2012b). Mistakes indicate to the PME that they need to do something different next time, and error identification and diagnosis serve as a pedagogical tool (Weidner & Skolar, 2021). Mistake-making in a low-risk setting also benefits PMEs as they explore various performance issues and try multiple corrections, which can aid them as brass players and as developing teachers as they learn to correct common problems.…”

Section: Core Teaching Practices and Constructivism In Techniques Cou...mentioning

confidence: 99%

“…PMEs learn that certain variables affect certain aspects of performance more than others, and MTEs can work to refine PMEs’ problem-solving skills. Although the experimentation and mistake-making process takes additional time and effort for MTEs and PMEs, it promotes independent learning (Duke, 2012b; Weidner & Skolar, 2021) and provides approximations of practice that can become part of the PMEs’ professional practice.…”

Section: Core Teaching Practices and Constructivism In Techniques Cou...mentioning

confidence: 99%

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Exploratory and Creative Practices in Undergraduate Brass Techniques Coursework

Hicken

Weidner

2022

Journal of Music Teacher Education

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Coursework across the music education curriculum provides teacher educators an opportunity to introduce and reinforce a range of instructional practices (i.e., creating, performing, responding to, and connecting with music) into the music classroom. Although instrument techniques courses are a foundational part of an undergraduate music education curriculum, previous research suggests that preservice music educators perceive these courses to be less impactful on their future careers than other courses in the curriculum. To create meaningful and transferable learning experiences, music teacher educators can include elements of experimentation, mistake-making, and creativity in brass techniques courses to provide preservice music educators with opportunities for independent learning and problem-solving. By offering these pedagogical techniques, music teacher educators can also model constructivist practices for students to use in their future classrooms.

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Section: Core Teaching Practices and Constructivism In Techniques Cou...mentioning

confidence: 99%

Section: Core Teaching Practices and Constructivism In Techniques Cou...mentioning

confidence: 99%

Exploratory and Creative Practices in Undergraduate Brass Techniques Coursework

Hicken

Weidner

2022

Journal of Music Teacher Education

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“…Despite the need for failure to grow and learn, we develop a fear of it (Davis 2019;Weidner and Skolar 2021). It may even be something we are taught through our parents' predispositions about failure (Haimovitz and Dweck 2016).…”

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confidence: 99%

Chapter 17. Transforming Failure into Joyful Resilience: Discovering Fun in Failure through the Play of Theatrical Clowning

Yorke¹

2022

Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

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This chapter aims to establish the possibility and necessity of the high-impact practice of theatrical clowning to be used as a tool for developing failure resiliency in undergraduate researchers. The author shows how theatrical clowning directly engages with failure stimuli through an authentic engagement with fear, play, and laughter. Pulling from theory, pedagogy, and student auto-ethnographic analysis of two case studies from the author’s course, the chapter demonstrates how clowning can be used to develop an awareness of a playful response to fear and confront failure with more resiliency.

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Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

2022

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In this open-access book, authors from a range of disciplines—from geosciences to drama—capture how failure manifests and can be productively supported in a range of undergraduate research experiences. Whether the learning environment is a STEM research lab, a course-based undergraduate research experience (CURE), a humanities summer undergraduate research experience, a library, or the stage, students can benefit from support when they experience a gap between an expected/desired result and their lived experience. These perspectives and disciplinary contexts address failure from different vantage points and lenses, with the common focal point of nurturing undergraduate success through leveraging failure as an opportunity to build confidence and resilience. Represented are different institutional types, classroom and non-classroom environments, and programmatic and individual efforts.

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Teaching for a FAIL (First Attempt In Learning) in the Ensemble Classroom

Cited by 3 publications

References 12 publications

Exploratory and Creative Practices in Undergraduate Brass Techniques Coursework

Exploratory and Creative Practices in Undergraduate Brass Techniques Coursework

Chapter 17. Transforming Failure into Joyful Resilience: Discovering Fun in Failure through the Play of Theatrical Clowning

Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

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