Abstract:

“Since ancient times, tribes of all cultures have gathered ‘in a circle’ to meet, discuss and explore what is in the best interest of the group...They did this through drumming and storytelling...”(http://www.drumcafe.com). This paper explores innovative ways of learning, addressing pedagogy and teacher presence in teaching and learning. Key questions: How does an instrumental music teacher impact individual and groups of students? What techniques does she use to promote learning and leadership? Do student’s and teacher’s beliefs change as a result of empowering pedagogy, peer-to-peer learning? Our teaching and learning goal at The College of Staten Island High School for International Studies (CSIHSIS) is: to integrate innovative pedagogy with challenging international academics and arts education.

As Director of Music, my responsibility is to construct a sustainable innovative instrumental program that is replicable and scalable, utilizing challenging curriculum and student-centered pedagogy. Learning goals are: tolerance, global citizenship, leadership that enhance academics. Learning outcomes are aligned with The Asia Societies International Studies School Network, Graduate Profile: engaging learners as peer leaders, learning by doing, problem-solving, reflective thinking.

The concept of tribal drumming informs the research and conceptual framework for the music program. Rhythm is central to communication. Drums are in all cultures. Using one’s body to create rhythm is natural to humans. The pedagogy, peer-to-peer facilitation can be disorienting for some teachers and/or learners. A scan of music faculty indicates that some feel their presence and persona are compromised in peer-to-peer facilitated teaching and learning. Others find it refreshing because students who are empowered become stakeholders in their own learning and learning community, preparing them for college and careers.

According to the 1999 President’s Committee on the Arts and Humanities, when young people are involved with the arts, something changes in their lives. Further, President Obama has called for American schools to align student achievement with the demands of the global economy. ”Students need a value system that respects global peers and cultures different from their own; critical thinking skills; cross-cultural leadership skills; to understand complexity and adapt to rapid change. The future is here. It’s global, multicultural, multilingual, and digitally connected. If we put the world into world-class education, not only will we be more successful and innovative in the global economy, but we will also lay an important foundation for peace and a shared global future.” (http:Asiasociety.org).

By hands-on problem-solving, critical reflection and discussion about music-making, an in-depth understanding of the artistic experience unfolds. Questioning assumptions and peer collaboration help re-orient teacher perspective. Through formal and informal observations, the school’s leaders find that transformative learning occurs. Citing peer-learning and teacher-student mentoring as stimuli, teachers observe more academic, social and emotional growth in the music students in comparison to those students who do not participate in the drum circle experience. Enrollment statistics demonstrate that the program is expanding and enhancing academic achievement. The music program services 100% of the freshman.

Keywords:

Innovative pedagogy, drum circle, peer learning, international music program.