ENVISIONING NEW

HORIZONS FOR
SECONDARY MUSIC
BY REBECCA RILEY

HOW CAN WE BEST MEET THE MUSICAL NEEDS AND INTERESTS OF

21ST CENTURY LEARNERS IN CANADIAN SECONDARY SCHOOLS?
Students walk into our classrooms knowing what they want to experience. They chose this class for a
reason, now it is our responsibility to live up to these expectations.
We can meet these expectations by hearing what our students have to say about what they need. We
can also incorporate many of the disciplinary areas outlined by Alberta Education.
The disciplinary areas outlined by Alberta Education are:

Collaboration and leadership- we show this in music as a whole, but can be taken further by adding section
leaders along with encouraging small ensembles, such as jazz combos

Critical thinking, problem solving, and decision making- by involving students in the decision making of how their
music should be played, it will allow them to critically think about the music and problem solve wherever needed.

Creativity and Innovation- Music has to be creative, having students interpret the music will inspire them to be
creative with their music

Social, cultural, global, and environmental responsibility- Music is a social activity. Some of the closest groups you
find in the school are students who participate in musical activities.

Communication- is key within musical activities. Without communication, music isnt made. Students must
communicate in order to create a successful music program.

Digital and Technology Fluency- Technology isnt traditionally used in music rooms, but as technology evolves
there are constant new ideas to use technology within the classroom.

Lifelong Learning, personal management and well-being- Music is a lifelong choice for everyone. Once a student
decides to participate in a musical activity it becomes a lifelong learning opportunity for that student.

HOW CAN WE TEACH MUSIC AT THE SECONDARY LEVEL SO

THAT IT ENGAGES STUDENTS CREATIVITY AND ARTISTRY?

One of my strong beliefs for music education is that we should offer as many
options for students to get involved with music as possible.
We can also listen to what our students would like to see our music program to be.
Learning what the students are interested will also help spark their interests.
Having students participate in the decision making process will also put the
ownership of creativity and artistry on them.
It will also allow for students to create the music themselves rather than having
someone tell them how they believe the music should be performed.

WHAT IS THE PLACE OF LARGE TRADITIONAL

ENSEMBLES IN CANADAS SECONDARY SCHOOLS?
I believe that schools still need to offer a traditional ensemble.
Having traditional ensembles sets the musical foundation. This is not to say that
students cant learn the foundations of music through other means of musical
activities.
When someone mentions the words band or choir we automatically think of the
traditional setting within schools.
Having a traditional ensemble within your school also gives students a broader
opportunity to try instruments and find the instrument for them.
However, traditional ensembles should not be all a school has to offer for music.

ARE THERE OTHER OPTIONS THAT MIGHT BETTER MEET

THE NEEDS AND INTERESTS OF CANADIAN STUDENTS?
There are many other options that schools can offer in place of traditional music.
These options can include:

Percussion ensembles (such as steel pans, or African drums, or percussion found within the music room)

Jazz ensembles

Rock Bands

Vocal Jazz groups

However, these options come at a risk, including funding and scheduling issues.
These options all come at a cost for the school to start up. If there is enough interest within a
program it might be worth the up front costs.
Having scheduling issues occurs in many schools. To add more options would mean more time to find
scheduling in a day. This becomes an issue, especially if students in your programs are academics.
Having these options within your school will help interest a wider variety of students to participate in
music within your school.
These options would provide students more options to learn about music in many different ways.
Additionally, many students will most likely participate in more than one activity if options are
offered.

WHAT WOULD YOUR VISION OF AN IDEAL

MUSIC PROGRAM IN A SECONDARY
SCHOOL LOOK LIKE?
Ideally, I would like to see schools still offer traditional music programs.
I also would like to see schools offer many other musical ensembles.
This would mean that research and collaboration would have to occur to ensure
that these programs would be ran effectively and purposefully.
I hope to see that teachers are open to new ideas and to listen to what their
students want from their music program.
I think we need to change with the way the world is going to help students become
active participants in music in as many ways as possible.
The more variety offered in our schools in the next years the more we can keep
students interested in finding new ways to develop musical skills.