Updated Innovation plan
My original goal & objective consists of implementing e-portfolios in my elementary choir program. Choir students will use E-portfolios monitor growth, manage self-directed learning, and to keep a timeline of Texas Essential Knowledge and Skills for fine arts. Music students as early as elementary school should be exposed to choice, ownership, and voice through authentic learning opportunities. Electronic Portfolios are a great tool to provide these opportunities to beginner level music students and introduce the growth mindset, a necessary approach to growth for musicians. This is why my original plan addresses elementary students.
I have been doing research on electronic portfolios in music for about a year now. Advocates for fine arts need to know that e-portfolios and the fine arts go hand in hand. Simply put, E-Portfolios in music are necessary. As I continued my e-portfolio research in the course EDLD 5314, I took a look at the what worked and what could have been done better by others. Based on my research, everything that worked was to no surprise. E-portfolios served students with ownership, improvement centered around learning, a digital portfolio to monitor their progress, a tool for reflection and self-assessment, and motivation. Teachers were able to use them to assess students in multiple ways and create individualized plans for them. Music and non-music educators that have used them experienced all of the true benefits utilizing e-portfolios in their programs. In my year of research, I have read about many benefits of using electronic portfolios, but it gives me a sense of confirmation to know that people have actually truly experienced and benefited from the very concepts said to be benefits of e-portfolios.
Some things that could have been done better consisted of the utilization and procedures of how the electronic portfolio was incorporated in some programs. One of the main issues I address in my literature review is that in many instances students were not given ownership over their assignments. Teachers have used e-portfolios for assignments and assessments, which is okay, but did not provide choice ownership and voice through authentic learning experiences. Music educators must remember that when utilizing any technology, the learning is what is most important. In addition, I found very little to no evidence of band/choir/orchestra directors using e-portfolios in the recruitment process. This really shocked me because any music teacher will tell you that recruitment is the most important procedure in keeping a healthy music program. The lack of e-portfolios in recruitment is a result of the lack of music educators that have their own e-portfolios. All of these issues amount to one total problem. What could have been done better is making electronic portfolios more meaningful.
I will apply all of these lessons learn in my updated innovation plan. My original innovation plan will not change, as a matter of fact it’s currently in play right now. I am updating it by considering what has worked for others and what could have been done better. My new goal is to make electronic portfolios meaningful in music. Phase one involves carrying out my original plan, but now I must address it in multiple ways. I will continue to push for beginning music students to create e-portfolios, but also for every single musician to start one no matter what level they’re at or what evidence of learning they may not have. Just start where you are. This includes college band/choir/orchestra members, music majors, music professors and educators, and professional musicians. It’s not enough to just make them, but share them and blog about them! The future needs the research. Phase two of making e-portfolios meaningful in music is to actually utilize the portfolio for professional purposes outside of assignments and work. Not only could it make the recruitment process smoother for directors, but it gives them an opportunity so see the pace at which the student achieved their current level. It’s important to see the skill level of a student, but seeing the pace, or rate at which they are improving can give the director a great idea of how fast that child will advance. This allows for more in-depth and future planning. In phase 3 of my plan, the rate of musicians with e-portfolios will start to grow to the point where we submit them for job applications. We will need to create a section in our e-portfolio for our professional resume. Usually interviews consist of a principal and some form of music director. Submitting the link to your e-portfolio when filling out an application can be very beneficial to both interviewers. Not only do they have time to view your portfolio prior to the interview, but they can also pull up your resume and performance history during the interview. My goal is to make electronic portfolios prevalent in the world of music.
Yorumlar