A sense of place can often be lost in a busy classroom but I believe that it is one of the most important aspects of a student’s school life. A student’s comfortableness in a classroom can affect the way that they learn and act in the classroom. I am excited to see the opportunities that I will have with students to create a sense of place in their classroom experiences. in the article Placing elementary music education: a case study of a Canadian rural music program by Julia Brook, she focuses on the imprtnat of music in a classroom and how this can help with a students well being. a quote that i really liked was “The opportunity to expose students to new and different music is also considered to be an important part of music education. The extent to which repertoire in school music should be similar to the music children experience outside of school is of great consideration in terms of the types of music and ensembles that are incorporated in music education programmes” (Brook, pp. 292). The reason why i like this quote so much is that it includes all of the studnets and that is such a large piece of studnets having a sense of place is being treated as an individual.
Something that i would love to incorportate into classes is the sense of place and learning more about the studnets intrest. Something that my grade 12 Social Studeies teacher did was a project on a canadian hero that you like. This was popular in my class because we could all express the ways that we thought a person was a hero. I can remember being in grade 12 wanting to be done school and having to do a project that we were the lead in. It really was a great way of learning more about my fellow classmates and what they were all intrested in. This is something that i would love to incorporate into my classroom as i felt like this brought the class closer and my sense of place was stronger having done that assignment.
Brook, J. (2013). Placing elementary music education: a case study of a Canadian rural music program. Music Education Research, 15(3), 290-303.