Music class organization and management from mb2music
Teaching the WHAT and How, but WHY?
1. 22/5/15 10:28 amTeaching the WHAT and How, but WHY?
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TEACHING THE WHATWHAT AND HOW,HOW, BUT
WHY?WHY?
By Marcia R. Barham, Hong Kong
Much time is spent on what we teach and how we teach. For most of us what and how are more
exciting than why. They offer us opportunities to apply creativity in planning units, to focus on
lessons and activities, and to interact with students. However, for the what and the how to be truly
effective, I believe we should spend more time on the why. The why is the pinnacle of all curricula,
units, lessons, and activities. The why is the steel beam in the building that supports all. It’s the
summit, the interior, and the base. The focus of this article is exploring why we teach the what and
the how.
Ten plus years ago, through the professional growth program at the Hong Kong International School,
I had the opportunity to attend weeklong seminars on UbD (Understanding by Design, Wiggins and
McTighe). I found the teachings fun, interactive, collaborative…and laborious! Exploring the depth of
“essential questions” made me want to run out of the classroom! During this time I was also in the
process of taking the Orff Levels. It was through these parallel experiences that something sparked
inside me to start asking why.
Practicing Orff educators examine the big picture first. Then, together with students, we break it
down into small bits and build the whole again. Many times along the way we revise and alter the
process with our students. I believe the three stages of the UbD framework share elements with the
Orff approach. The Orff approach and UbD framework both emphasize a means to the end, a
process that McTighe describes as "make meaning of the big ideas and transfer their learning.” See
a comparison of UbD and Orff in the table below.
UbD Framework Compared to Orff Approach
UbD Framework (UbD in a Nutshell; Grant
Wiggins 2006)
Orff Approach
Stage 1: Desired Results
Targets long-term transfer goals
Focuses on making meanings and asking
essential questions
Asks what knowledge and skills students
will acquire
The end result of education is transfer.
Supports long term goals
Scaffolds content in the learning process
Provides open-ended learning where there
is more than one answer to the question
Establishes a collaborative classroom
Promotes authenticity in learning
Stage 2: Evidence
Requires evidence of the student's ability to
apply their learning in new, varied, and
realistic situations - "doing" the subject as
Offers opportunities for all students to
experience and respond to all aspects of
music
Encourages student understanding and
RELEASE THE CREATIVITY IN EVERY LEARNER
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TEACHING THE WHAT AND HOW, BUT WHY?
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2. 22/5/15 10:28 amTeaching the WHAT and How, but WHY?
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opposed to merely answering standard
questions
Evaluates student performance fairly and
consistently
Provides opportunities for students to
explain and interpret their learning
Encourages student understanding and
transference of knowledge through
experiencing the learning many times in
many ways
Gives opportunities for students to respond.
Allows easy assessment through observing
practice and performance
Enables interpretation by student
Stage 3: Learning Plan
Provides activities, experiences, and
lessons toward achievement of the desired
results and success at the assessments
Helps students acquire, make meaning and
transfer
Sequences and differentiates to optimize
achievement for all learners
Offers natural differentiation in
teaching/learning
Gives permission to improvise the learning
process
Brings opportunities in every lesson to
speak, sing, move, and play
In developing units, my colleagues and I began questioning why it is important to teach this or that.
We understood that some of the American style curricula were not relevant for our international
student population. Because of this we began to question why in all of our planning.
This why may be demonstrated using an analogy of planning a trip. We have been fortunate to have
many opportunities to travel in and around Asia for 21 years. The best were planned and outlined;
but along the way, we often veered from the plan and a fabulous adventure resulted. Likewise, I’ve
experienced the same when using the UbD framework and the Orff approach in music class. A well-
developed plan enables more flexibility throughout each unit, and keeps me accountable for the
learning. I believe having the why in front of me at all times makes me a more effective facilitator of
learning.
UbD framework illustrates the importance of questioning the why and planning with the end in mind
or “backwards design” as McTighe and Wiggins would say. This is only one framework for teachers
and students to achieve and transfer new understandings - there are alternatives. My colleagues and
I willingly bought into the process of writing units for music and embracing the why because we
found UbD straightforward. We also found administration more likely to listen and respect our
documentation, hopefully making it easier to support the music program. Using UbD allows
administrators, teachers, students, and their parents alike to share a common understanding of
where we are going and where we have been in the music curriculum.
Even though I’ve enjoyed the process of rediscovering the importance of why, I assure you it has not
been an easy process. I love teaching and the spontaneous activities we share in music
class. (Anyone who knows me understands I’m not one to follow rules!) Following is a list of some of
the benefits of understanding the importance of why we teach the what and the how, and these
benefits have helped me stay the course in planning music units within a well-documented
framework and follow through facilitating learning.
Much support was offered by administration, including release time for the necessary curriculum
writing work.
The process made music standards more understandable.
More emphasis was put on assessment, allowing us to create meaningful ways for students to
evaluate their work.
Students discovered ways to express how to transfer new understandings.
The deeper understanding became the focus of learning at all times.
Through their greater understanding, administration was better able to advocate for the music
program throughout the school community.
