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Quote #4: “Inquiry requires teachers and students alike to take up multiple roles and responsibilities within and across classroom activities.”

 I don’t think you could sum it up much better than that. I feel like this quote speaks to what collaborative inquiry is all about….moving away from the practice of teachers standing in front of a room and spooning out information that the students are expected to regurgitate, and toward a classroom setting in which teachers lead, but the division of power is such that students are able to assume that role when appropriate and promote peer teaching and self learning.

That said I find the goal this year extremely interesting. Taking group inquiry into the classroom is one thing, but giving students the reigns to shape and mold the line of inquiry, even create it themselves, is quite the other. Relinquishing power in this manner, even for the most liberal of teachers, is a bit scary. Then again, I guess it’s the logical next step.

With regard to my particular CIG, the discussion question that I kept coming back to when I read through these ideas was “What ‘problems’ to you encounter with your students that could stimulate a shared inquiry as an active quest?” Our CIG is centered around this question. We want to find out why so many students refuse to practice their craft outside of a classroom setting. We also want to learn their motivation for taking an arts class (to fit in, to create art/music, to get an easy A) and how we can motivate them further.

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For the second reading I chose to read “The Creative Music Strategy, A Seven-Step Instructional Model” and was pleased with the content. Not only did I find it helpful and insightful, I was able to relate to and connect with the material being presented. Last year the Yellow CIG designed a unit of collaborate inquiry in which the students would be part of a large scale travelling art project. The students of music teachers in the CIG were charged with composing music to accompany the visual artistic works. To that point in my teaching career I had conducted basic composition lessons with my classes but nothing on the level that we had discussed for the project. As such, I sat down and brainstormed some ideas on how to create a unit that would teach the students about the elements of composition, while insuring that they were able to creatively engage in group composition that could be recorded and used in the project. The list that I came up with was staggeringly similar to the seven steps listed in this essay.

The first step, “Springboard for the Strategy” was the first thing our CIG decided upon. Earth Day became our theme. Step two, “Develop an open-ended musical question” was my first lesson. I spent the period discussing the history of earth day and the elements of composition, and in doing so had the students develop questions to accompany the lesson. Step three, “Large-group brainstorm” was the natural third step. Let the students dig in and give it a try. Doing it on a large scale allowed students to give and receive ideas without the fear of giving an “incorrect answer”. I somewhat skipped step four, “Personal Exploration” because my students created their compositions as a group, not as individuals. Students were placed in smaller groups to allow for additional rhythms and melodies but not to the level of individual students. In that sense, we kind of skipped to step five, “Small-group planned improvisation”. Once the students had created the parts of the composition and agreed upon the form we moved to step six, “Record for Reflection”. And when the project was complete we were able to reflect upon our pieces not only as single entities but as par t of the entire travelling art project.

I enjoyed this article because it not only gave me some new ideas for future composition lessons but it also lent credibility to the lesson I had already planned. This article outlined a much more comprehensive look at creative music making, but the process was very close to the model that I had already created. I really look forward to conducting this lesson again and adding the strategies mentioned in this article that I overlooked the first time.

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