Who am I video Response - Adam Jahanghiri
Mackenzie Steer
Hi Adam,
You're high school teacher sounds amazing!
In response of your questions:
I initially became interested in children with disabilities because some of my close friends have disabilities, like Asperger and dyslexia.
During the gap year I decided to volunteer at an Autism Centre. I mostly supervised children ages 3-11 playing. I was astonished by the huge spectrum that autism encompasses. And it was fun to listen to the kids, they all had such unique ways of thinking.
As for what I was thinking when I choice music over science; I didn't. I flipped a coin and it landed heads for music.
-Mackenzie
Adam Jahanghiri
Hey Mackenzie,
The first day I opened my case and picked up my primary school instrument, the viola, I never would of thought I'd be majoring in it now. I first wanted to go into Kinesiology to become a gym teacher. It was half way through grade 11 at London Central that I realized I did not want to become a gym teacher, but teach music instead. I had a lot of fun with my music teacher Imraan Haq whom I had for all my years in high school, and he really changed my perspective on music, and how you can have fun teaching it to others. He is my role model, and I really wanted to be him one day, because I saw the smiles on all my friends faces whenever we were in class. It was the viola that introduced me to Mr. Haq in Central, who told me that I should do what I am great at, and enjoy doing for the rest of my life. This stuck to me, and when university applications came through, I made sure to put Music at Western University as my top choice.
Now your turn
After watching your video I was shocked with how long you were with your choir for throughout your life, yet you did not do any music at school. You must been having a lot fun, which is awesome! I have a couple of questions to ask you. The first question I have is: What was going through your mind during that gap year you had that made you end choosing music over science? The second question is: Helping children in need through music education. What brought you to choosing this amazing, career?
Mackenzie Steer
Hi Adam,
After watching your video I am very impressed by the variety of activities that you do.
One question I have is: how did the viola spark your interest in becoming an educator?
-Mackenzie
Mackenzie Steer
Hi Adam,
You're high school teacher sounds amazing!
In response of your questions:
I initially became interested in children with disabilities because some of my close friends have disabilities, like Asperger and dyslexia.
During the gap year I decided to volunteer at an Autism Centre. I mostly supervised children ages 3-11 playing. I was astonished by the huge spectrum that autism encompasses. And it was fun to listen to the kids, they all had such unique ways of thinking.
As for what I was thinking when I choice music over science; I didn't. I flipped a coin and it landed heads for music.
-Mackenzie
Adam Jahanghiri
Hey Mackenzie,
The first day I opened my case and picked up my primary school instrument, the viola, I never would of thought I'd be majoring in it now. I first wanted to go into Kinesiology to become a gym teacher. It was half way through grade 11 at London Central that I realized I did not want to become a gym teacher, but teach music instead. I had a lot of fun with my music teacher Imraan Haq whom I had for all my years in high school, and he really changed my perspective on music, and how you can have fun teaching it to others. He is my role model, and I really wanted to be him one day, because I saw the smiles on all my friends faces whenever we were in class. It was the viola that introduced me to Mr. Haq in Central, who told me that I should do what I am great at, and enjoy doing for the rest of my life. This stuck to me, and when university applications came through, I made sure to put Music at Western University as my top choice.
Now your turn
After watching your video I was shocked with how long you were with your choir for throughout your life, yet you did not do any music at school. You must been having a lot fun, which is awesome! I have a couple of questions to ask you. The first question I have is: What was going through your mind during that gap year you had that made you end choosing music over science? The second question is: Helping children in need through music education. What brought you to choosing this amazing, career?
Mackenzie Steer
Hi Adam,
After watching your video I am very impressed by the variety of activities that you do.
One question I have is: how did the viola spark your interest in becoming an educator?
-Mackenzie
Who Am I video response - Ashley England
MacKenzie Steer
Hi Ashley,
I really enjoyed your video. I felt it was clever and very enjoyable to watch.
Why did you pick the flute? Was it a random choice or were inspired to play the flute from before?
-Mackenzie
Ashley Nicole England
Hey Mackenzie,
Nice video! I had no idea that you initially wanted to go into science so it was cool to learn that about you. I just have a few questions if you don't mind.
So there wasn't really any inspiration behind it, but it wasn't quite random either based on what I was looking for. I may have chosen the clarinet instead if I didn't have to buy reeds!
Thanks,
Ashley England
Mackenzie Steer
Hi Ashley,
That's fair. Instruments are really expensive.
In response to your questions:
1. My best friend is autistic. And sometimes she would ask me to tutor her in social or science. It was really interesting to talk to her about she learns best. For example she always doodled and looked like she was never paying attention, but after asking her about it she said it just helps.
2. Aside from some tutoring with a few friends I've never had any formal teaching experience.
3. I've always wanted to learn how to fiddle or the bodhran. I love folk music, especially Irish folk music.
4.Western was my first choice for music.
5. As an educator my main goal is to make things clear and fun for students to understand.
-Mackenzie
MacKenzie Steer
Hi Ashley,
I really enjoyed your video. I felt it was clever and very enjoyable to watch.
Why did you pick the flute? Was it a random choice or were inspired to play the flute from before?
-Mackenzie
Ashley Nicole England
Hey Mackenzie,
Nice video! I had no idea that you initially wanted to go into science so it was cool to learn that about you. I just have a few questions if you don't mind.
- You said you have a passion for teaching students with disabilities - how did you discover that?
- What sort of teaching experiences have you had?
- If you could choose to learn any instrument other than voice and piano, what would it be and why?
- Was Western your first choice in university? Why or why not?
- What is your main goal as an educator?
So there wasn't really any inspiration behind it, but it wasn't quite random either based on what I was looking for. I may have chosen the clarinet instead if I didn't have to buy reeds!
Thanks,
Ashley England
Mackenzie Steer
Hi Ashley,
That's fair. Instruments are really expensive.
In response to your questions:
1. My best friend is autistic. And sometimes she would ask me to tutor her in social or science. It was really interesting to talk to her about she learns best. For example she always doodled and looked like she was never paying attention, but after asking her about it she said it just helps.
2. Aside from some tutoring with a few friends I've never had any formal teaching experience.
3. I've always wanted to learn how to fiddle or the bodhran. I love folk music, especially Irish folk music.
4.Western was my first choice for music.
5. As an educator my main goal is to make things clear and fun for students to understand.
-Mackenzie
Reflection on Introduction into Music Education
So far in the class we have discussed critical analysis on various topics within music education. The focus has been primarily on evaluating the excepted ‘norm’ within music education. The focal point of discussion has been on music education within a classroom setting. Personally I find this the most difficult part of the discussion. Music education in Alberta is not a required part of the curriculum after Grade 5, and my music education in a school setting was squawking recorders and listening to Wagner while doing yoga. Outside of school there was no set curriculum for music education. So even in the first classes the idea of questioning the “elements of music” where fairly foreign for me. Because of this I felt it was difficult to contribute into the class discussion earlier on.
I wish there was further discussion into different kinds of teaching; more clarification into what lecture style looks like: the benefits and complications of this style of teaching. Very often students are subjected to a small variety of teaching styles and exploration into what those styles look like. I believe this limits the discussion because this class has a narrow view of what is possible as a teacher. Thinking how and why they teach in a certain style would give very nice background to base these critical reflections of ideologies on.
I would be interested in a more experimental approach to an introduction to music education course. Having students teach the class something new for 20 mins, then having a discussion on different views and approaches which you could approach the subject (what worked; what do you think you could have done differently). Theoretically this would bring relevance into the critical topic we are trying to approach. Instead of just philosophical discussion having some experience trying to incorporate both method and seeing how and where the difficulties and benefits lie would energize the conversations with experience as both student and teacher.
However, this is difficult with time limitations and a large class size. I understand the limitations and why they are there. Personally, I believe philosophical discussions are naval gazing; unless, there is the appropriate amount of experience balancing observation.
So far in the class we have discussed critical analysis on various topics within music education. The focus has been primarily on evaluating the excepted ‘norm’ within music education. The focal point of discussion has been on music education within a classroom setting. Personally I find this the most difficult part of the discussion. Music education in Alberta is not a required part of the curriculum after Grade 5, and my music education in a school setting was squawking recorders and listening to Wagner while doing yoga. Outside of school there was no set curriculum for music education. So even in the first classes the idea of questioning the “elements of music” where fairly foreign for me. Because of this I felt it was difficult to contribute into the class discussion earlier on.
I wish there was further discussion into different kinds of teaching; more clarification into what lecture style looks like: the benefits and complications of this style of teaching. Very often students are subjected to a small variety of teaching styles and exploration into what those styles look like. I believe this limits the discussion because this class has a narrow view of what is possible as a teacher. Thinking how and why they teach in a certain style would give very nice background to base these critical reflections of ideologies on.
I would be interested in a more experimental approach to an introduction to music education course. Having students teach the class something new for 20 mins, then having a discussion on different views and approaches which you could approach the subject (what worked; what do you think you could have done differently). Theoretically this would bring relevance into the critical topic we are trying to approach. Instead of just philosophical discussion having some experience trying to incorporate both method and seeing how and where the difficulties and benefits lie would energize the conversations with experience as both student and teacher.
However, this is difficult with time limitations and a large class size. I understand the limitations and why they are there. Personally, I believe philosophical discussions are naval gazing; unless, there is the appropriate amount of experience balancing observation.