Identify and reflect on all the components and work you have done so far on your innovation project.
The goal of my innovation plan is to incorporate the use of electronic portfolios in my choir program. There are four phases to my innovation plan: Phase one is the introduction. Phase 2 is the initiation. Phase 3 is moving beyond our choir program. Phase 4 is the future. Phase one is the only phase I have completed fully so far. I sat down with administration to discuss the direction of this year’s choir program and what the incorporation of electronic portfolios will bring to support that vision. I explained how time would be allocated during choir rehearsal for students to work in the computer lab on their e-portfolio. We also talked about the way students will use E-portfolios to meet TEKS standards, as tools for reflection, self-directed practices, and personalize their music journeys.
Identify where are you in your innovation project? What if anything do you have to complete? By when?
I am currently in phase two of my innovation plan, the initiation. Choir auditions have been pushed back until next semester. The silver lining there is that I have more time for preparation. I definitely want to do this right, but my anxiousness is getting the best of me. I desire to proceed with my prepared timeline, but choir auditions being postponed is creating a cram in the second semester. Obviously, some adjustments need to be made and I’m figuring that out. My students deserve time to get familiar with the technology and really craft their portfolios. However, I do not want to abandon the plan for a year.
Analyze, assess and reflect on the learning process you have undergone by working on your innovation project?
First, I had to learn about disruption and determine why it was necessary in music education. I always felt as if music educators were always over-traditional, but the digital learning program has really opened my eyes to the possibilities of growth. My experience as a music student is just as important as my experience as an educator. I have experience working with an astounding number of music educators starting from elementary and every year I meet more. This is relevant to my innovation plan because my learning process heavily involved reflecting on my years as a music student in grade school and as a music major in college. Secondly, I had to do research and determine what type of change I would bring to my campus. I didn’t have any knowledge of e-portfolios, makerspaces, or blended learning when it came to technology. Thirdly, learning about the fixed vs growth mindset was extremely important to my development in this program. Like I mentioned earlier, my knowledge of traditional education curriculum needed updating. Keeping a growth mindset helped me to be patient with learning about e-portfolios and adjusting to criticism from my professors. This has taught me to be ready and open to make adjustments when things don’t work as planned.
What worked?
In my experience, all fine arts programs deal with similar procedures in school, so it was appropriate for me to do research about the arts outside of music. Dance and art incorporate electronic portfolios in the same ways musicians have over the years. Observation, independent practice, rehearsal, trial and error, individualism, and creativity are the main aspects of fine arts, and also are parallel with the exact benefits of E-portfoliosDuring the learning process, it was important for me to figure out what worked already so I could continue that success. Electronic portfolios have successfully served as a means for educators and students to demonstrate their professional skills. For music educators, you have a “front row seat” to witnessing your students’ growth, however administrators do not. They rely on data, and the electronic portfolio is an amazing tool to record that data. E-Portfolios play a significant role in bridging the gap between fine arts and education. Unless an administrator participated in fine arts, chances are they aren’t that knowledgeable of the technicalities of the subject, especially with music being an elective. Individualized data with support from media files serves as laymen’s information for some and technical information for experts.
What could you do better?
I can do a better job of focusing on the learner, provide more support, and spend more effort getting students and administration to buy into the system ensuring everyone is on board. As mentioned, E-Portfolios are a great tool for assessment, but the use of e-portfolios must be properly integrated into lessons. In the case of electronic portfolios, there have been educators that utilized them, but did not focus on the student learning. This has happened especially on the collegiate level. In my opinion it’s easier for this to happen at a university level than a lower level because college professors depend so much on assessments. Usually in college, the focus is not on the individual learner, but rather on assessing and assigning grades. To truly be innovative and create better learning opportunities for our students, educators must center innovation and pedagogy around student learning and the people in power must support educators by means of funding for research and professional development. More importantly, students need to accept the system more than anyone because it’s for them Not only buy into the system, but actually have the desire to learn and utilize electronic portfolios for their personal benefit. Students won’t be invested in new ideas that aren’t even supported by their educators.
What lessons have you learned?
The first obvious takeaway from this entire learning process is that every music educator needs to create an electronic portfolio. Even if they don’t utilize them in the classroom by having their students create one, they should still be blogging about their music teaching experiences for future studies. A pattern that is consistent in music education is students eventually quitting music. It is inevitable. Only a small percentage of music students continue to pursue music after high school. Even some music education majors that become teachers get more involved with the education aspect of it more than continuing the study of music. I believe if these people had electronic portfolio, they would be less influenced to quit and more influenced to pick back up where they left off. A crucial lesson that I have learned through reading about others’ experiences is to stop focusing on assignments. I will not make e-portfolios feel like another task or more work. To prevent unpreparedness, I will give students time to practice with technology, especially in music. Traditional musicians were raised in the world of hand-written notes, clapping rhythms, and rote learning. I will give music students opportunities to get familiar with whichever platform will be used well before the first assignment is given. I will definitely be promoting a growth mindset to my music students. Developing that mindset to where failure is merely a learning process will also slow down the rate of students who quit band before college. Most students need guidance and modeling for learning, and possessing the mindset to not give up is an attribute to building a successful electronic portfolio. Giving students ownership over assignments takes the resistance away. One of my ideas is to let students pick a song of their choice to practice, develop, and perfect without the interference or assessment from the instructor. This will encourage full participation and engagement with electronic portfolios without worrying about being judged or graded. Moving forward, electronic portfolios must be made meaningful, but I cannot do that part alone. In order for students to recognize e-portfolios as really useful, then they must be utilized by the teachers throughout their school advancement. When a 8th grade singer graduates and goes to high school, their choir director needs to view their e-portfolio and determine an individualized plan for that student. This needs to continue throughout college and professional years. I will make sure to call the middle school band/choir directors and thoroughly explain the culture I desire to build with e-portfolios. I need their support to help continue that journey.
How do you plan to promote and communicate your innovation project?
I plan to promote and communicate my innovation plan from a point of passion. After my choir is fully engulfed in the procedures of building their e-portfolios then I will expand the innovation plan into the rest of the general music program, and eventually to the entire campus. This can only happen if everyone sees the passion and success of the choir program.
How would you apply what you have learned to your next innovation project?
My next innovation plan will have an even bigger impact because I will have experience. It will be built on a stronger foundation than this first one. Several times in this course I was asked, what worked? What could’ve been done better? How will you apply the lessons? I realize these are the questions that I am going to be continuously asking for as long as I desire to be a leader of change.
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