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Arts Humanities

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Feb 20, 2024

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This journal is over the two articles, Mixing the Message and Orchestrating a New Approach to Learning. This entails the similarities and differences of approaches, the benefits and challenges of the approaches, and the personal view of a certain approach. These paragraphs will inform you on all you may need to know on Mind Over Music and an interdisciplinary art- based curriculum. The paper will also include my own personal thoughts on the approach I would enjoy implementing in my own future classroom. The articles of Orchestrating a New Approach to Learning and Mixing the Message, both have the similarities of wanting their approach of music will be implemented into their curriculum. They each have a music-based instruction for their classroom. Each article talks about how music being implemented in their curriculum helped scores in math and science improve and helped the students learn more and remember better in the classroom. Another approach that is similar between the two articles is that they both want to have the interest of the arts to be from a professional musician or a teacher. They want to have person who has an art background because it will help the program work better. The main difference between the two articles is how the approaches are being implemented in the classroom. For the Orchestrating a New Approach to Learning article , the program is called Mind Over Music. They want to have professional musicians to work alongside the teachers to create lessons for the students. The main intention behind Mind Over Music is to bring live music and academic lessons together. They have the focus of using music for one lesson and topic for children to understand. For the Mixing the Message, the focus is to use a variety of arts for interdisciplinary approach for the classroom. “But I strongly believe that an interdisciplinary approach to all education is more productive than isolating subjects” (Powers, 2013). This quote helps show the difference between the approaches being used in both

articles. Another difference of between the approaches is that the Mind over Music has the focus of using the professional musicians to help with the STEAM concepts while the interdisciplinary art-based curriculum is wanted for all subjects in the classroom. The first article, Orchestrating a New Approach to Learning, has the focus of using professional musicians and teachers in the classroom to create lesson for the students. The main benefit of these approaches is that it would lead to improvements of teaches knowledge, planning, instruction, and assessments. Another benefit of the Mind Over Music program is that the program can help build working relationships between teaching faculty, symphony musicians, and education staff. This can be a model of an arts integration for other programs to use for inspiration. For the challenges of the Mind Over Music program that the teachers and musicians must give it their all when they are collaborating. They must work together as a team to create a minimum of ten lesson plans for the classroom. So having teachers to collaborate with musicians to create lesson plans could be difficult if they do not have the same mindset for teaching children. Another challenge for the is that the professional development is non- negotiable. The school must have substitutes for teachers to attend workshops. So, the children will always have a day where the teacher will have to have a sub to fill in. That makes it hard, because the teacher may not want to have the substitute lead a lesson and just have the children complete worksheets. The second article, Mixing the Message, has the benefit of this program is they do not want to have a focus on the standardized testing and grades. “I’m not sure that our focus on standardized tests and grades...has really succeeded” (Powers, 2013). The program saw a benefit of using an interdisciplinary art-based curriculum in the school for a few years. The students in the interdisciplinary art-based curriculum were 90% better informed than the other students.

With this approach, a challenge for teachers would have to be knowledgeable of the arts when they are instructing students. They must provide their students with as many tools as possible in different areas. Another challenge for this approach is that the arts teacher may not enjoy that the teacher is using the arts in the main classroom rather than during with the arts teacher. This could potentially make the arts teacher feel isolated and replaced. Upon reading both articles and completing the benefits and challenges of each approach, in my future profession as a preschool teacher, I would enjoy implementing the interdisciplinary arts-based curriculum in my classroom. I believe this approach is beneficial for my future classroom because this can have the focus on the interest of young children. The arts-based interdisciplinary approach can help young children to understand certain topics in the classroom. In the Mixing the Message article, it supplied an example of a second-grade classroom using music and creative movement to remember three animals from different groups and their adaptations to help them survive. I can see this approach working well for younger children because these lessons would not been too long which would keep them engaged and listening. I feel the approach would allow young children and the teacher to have meaningful discussions about different topics in the classroom. That is the main strength that makes me want to implement in my future classroom alongside a play-based curriculum. The challenges that may be present with this approach would be easy to compact because communication is key and having a conversation with the arts teacher can help build a relationship. The personal value that may have influenced my choice of the interdisciplinary art-based curriculum is that young children learn through active engagement. I have taken a few courses at Ball State about young children and how they learn best. So that personal value or knowledge influenced the choice of approaches. A personal experience I have had with music and movement

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