Applying the CCC Approach to Elementary, Secondary, and Collegiate Performing Ensembles
Presented by Dr. Caron Collins, SUNY Potsdam and Dr. Danni Gilbert, Doane College
2016 NAfME Music Research and Teacher Education Conference, March 17-19, Atlanta
Abstract:
Based upon previously completed research, the purpose of this action research project was to collect data that may be used to revise or affirm the Curious, Collaborative, Creativity approach within elementary, secondary, and collegiate performing ensembles. Results indicated that students were more engaged and invested in the learning process. Problem Addressed:
Performing ensembles traditionally have strong underpinnings in teacher-centered instruction connected to competitive and high-stakes concerts. Results typically produce musicians who are dependent upon ensemble directors and possess limited knowledge and skills necessary to perform beyond ensemble experiences. However, positive changes in educational reform and policies, such as the National Coalition for Core Arts Standards and the framework promoted by the Partnership for 21st Century Learning, allow learning to focus more on the process rather than the product. Can “Curious, Collaborative Creativity” provide ensemble directors with an approach for developing a student-centered learning environment within school music ensembles, while promoting opportunities for musical independence and collective musicianship? |
Methodology:
In this project, evidence was collected by Dr. Caron Collins from three separate performing ensembles, each led by different teachers who piloted the approach: 1. St. Mary’s School elementary band in Canton, NY, and Home-schooled students in Potsdam, NY taught by Crane undergraduate music education students in their Instrumental Practicum Course; 2. Willsboro NY Central School, a secondary-level 40-member chorus taught by Jennifer Moore; 3. Vernon-Verona-Sherrill NY Central School elementary-secondary orchestra program of 150 students taught by a Kathryn Hess. Dr. Danni Gilbert collected evidence of application of this approach with the Doane College Pep Band. The school ensembles and teachers involved in this project followed the principles of the CCC approach, evaluated its application in their ensembles, measured the success of student achievement of the National Core Music Standards, and observed the development of 21st century skills of critical thinking, communication, collaboration, and creativity. Each ensemble was asked to implement the three steps of the CCC approach and provide evaluative feedback. Instructors were provided with an unpublished draft digital CCC handbook to follow and utilize in their teaching/directing of their school ensembles. Video recordings and personal observations at the participating schools documented the progress of the students through this approach. Written reflections, rubric measurements, and video recordings of the “Informances” provided student assessments and outcomes. |
Results:
Upon implementing the CCC model, initial results indicated that while students seemed more engaged and invested in the learning process, they sometimes struggled with selecting and arranging repertoire appropriate to the ability level of the group. Collegiate teams, although initially enthusiastic, sometimes faltered in their responsibilities when faced with other college obligations. Further application and investigation of the CCC approach in performing ensembles will include the need for continued guidance from teachers with repertoire selection, composing and arranging techniques, and motivating students to fulfill their responsibilities throughout the process. Feedback from the participating teachers and students will further develop this approach and improve the content of the CCC e-Handbook. Examples of CCC applications, photos, and video recordings from the participating schools will be included in the final published CCC e-handbook, available December 2016. Specific examples are shared below:
Danni from Doane University, Nebraska
Kelly from St. Mary School, NY
Derek, Olivia, Jacqueline, Nik, and Amanda from St. Mary's School and Home-school programs
Upon implementing the CCC model, initial results indicated that while students seemed more engaged and invested in the learning process, they sometimes struggled with selecting and arranging repertoire appropriate to the ability level of the group. Collegiate teams, although initially enthusiastic, sometimes faltered in their responsibilities when faced with other college obligations. Further application and investigation of the CCC approach in performing ensembles will include the need for continued guidance from teachers with repertoire selection, composing and arranging techniques, and motivating students to fulfill their responsibilities throughout the process. Feedback from the participating teachers and students will further develop this approach and improve the content of the CCC e-Handbook. Examples of CCC applications, photos, and video recordings from the participating schools will be included in the final published CCC e-handbook, available December 2016. Specific examples are shared below:
Danni from Doane University, Nebraska
Kelly from St. Mary School, NY
Derek, Olivia, Jacqueline, Nik, and Amanda from St. Mary's School and Home-school programs