The Value of Prerequisites:
A Link between Understanding and Progression
Vicki Baard & Ted Watts
Macquarie University
e-journal of Business Education & Scholarship of Teaching
Vol. 2, Iss. 1, 2008
Summary- Lynn Barnsback
CTCH 602 Spring 2009
“The concept of progression which focuses on the advances in students learning over time is important for planning the structure of a curriculum.”
The article reviews the need for and use of prerequisites in regard to student understanding and progression. I choose to review this since I intend to teach a required course in a business school and wondered about the reasoning and research behind required prerequisites.
Prerequisites are a gate keeping tool, allowing for a minimum level of understanding that prepares students to take advanced subjects. At least this is how administrators and instructors view them. Students often question them, wondering why they must study something “not directly part of their major”. Most schools aim to have students learning over time and with progression, prerequisite coursed help fulfill that goal.
Baard & Watts studied Accounting/Finance majors taking a Principals of Finance course, a second year finance course, when Business Statistics was not made a pre-requisite for them. The study was done in Australia
They were able to conduct the survey on four years worth of grades by Accounting/Finance majors. The Statistics course is not required yet at the school, is only offered during one semester, and students are able to enroll into the program mid year, with some taking the Statistics class along with the Principals of Finance. Other students have an exception from the course. As a result there is data available on grades for students having taken the class, and others who have not. They broke the data out by average marks by sex, those who received exemptions, those without exemptions, those who completed the Statistics class and those who did not. The students who had completed the Business Statistics classes received the best grades. The students given exemptions for prior experience at other institutions also received good grades, though not as high.
The results showed that “performance in Business Statistics is useful in predicting performance in Principles of Finance”. They supported the claim that Business Statistics should be adapted as a pre-requisite for Principles of Finance. It concurs with previous studies for intermediate accounting students who also passed a prerequisite class and did better than other students in the accounting class. “Discipline-specific prerequisites provide students with a minimum level of understanding required to undertake advanced subjects and improve student’s chance of success”. While not studied specifically, it appears that prerequisites reduce the “risk of failure in advanced” subjects, thus helping students to learn and progress through their university careers.
After reading this journal, I feel armed with the statement “studies show that prerequisites help you do better in your major” and can say it to my students with conviction. Progression in learning is fundamental and will lead to their ultimate success.
Tuesday, April 28, 2009
Saturday, April 25, 2009
Course Preparation Assignments: A Strategy for Creating Discussion-Based Courses
Author(s): David Yamane
Source: Teaching Sociology, Vol. 34, No. 3 (Jul., 2006), pp. 236-248
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/20058490
Naliyah’s Blog
The article discusses the idea of Course Preparation Assignments, which prepare the students to have class discussions. The focus is on creating a discussion-based course (even for large classes) where the professor leads, facilitates, and coordinates discussions instead of always lecturing.
The author argues that the way to have a successful discussion-course is by having structured discussions. In order to do this students must have read and thought about course material prior to class. The author says that this can be done through course preparation assignments (CPA’s) in which students must read and then think about a specific chapter or section of the textbook and complete “a written response to a question or problem the assignment sets up” prior to class (pg. 238).
The CPA’s have the same structure: (1) an introductory statement, (2) an objective for the assignment, (3) some background information relevant to the topic (if appropriate or necessary), and (4) the writing assignment itself” (pg. 238). The author warns that CPA’s have to be based off of authentic questions and that their cannot be one right answer. You have to be prepared for a bit of uncertainty when doing this because discussions can lead many places which you may not have anticipated.
In class, the author suggests first having students work in small discussion groups before having the larger class discussion. The author requires students to bring copies of their CPA’s to class with them and grades them on credit/no credit basis.
EXAMPLE of Author’s CPA (pgs. 247-248)
Chapter 12 Course Preparation Assignment: Hypothesis on Racial Inequality in America
Introduction: Still an American Dilemma?
In 1944, Swedish sociologist Gunnar Myrdal published a landmark study of American race relations. He maintained that the
principles of equality at the heart of the U.S. Constitution clashed with the unequal treatment of African Americans which he observed historically and at the time he was writing. This, for Myrdal, was An American Dilemma (the title of his famous book).
While the position of African-Americans (and other racial minorities) has improved since then, inequalities remain. These inequalities are of great interest to sociologists.
Objective
To describe and analyze the causes of racial inequality in the contemporary United States.
Background
Consider the following data from the U.S. Census Bureau for 2001:
Median Family Income Percent of White Income
Whites $47,041 100
Blacks $29,939 64
Assignment
1. Read Chapter 12 of the textbook on racial inequality to familiarize yourself with its forms, causes, and consequences.
2. Generate at least five testable hypotheses you believe might account for the differences in income given above. In other words, the differences in income are your dependent variable. What are the independent variables? Note: Start with the hypotheses you think are most important or plausible; then go on to list rival hypotheses that you think are less important or less plausible and would therefore want to test and disprove as a sociologist. Remember: since you want to generate testable hypotheses, you need to be as specific as possible in formulating answers (pgs. 247-248).
This idea of a discussion-based course can be implemented in almost any discipline or even job-training arena which makes CPA’s a great technique to hone.
Source: Teaching Sociology, Vol. 34, No. 3 (Jul., 2006), pp. 236-248
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/20058490
Naliyah’s Blog
The article discusses the idea of Course Preparation Assignments, which prepare the students to have class discussions. The focus is on creating a discussion-based course (even for large classes) where the professor leads, facilitates, and coordinates discussions instead of always lecturing.
The author argues that the way to have a successful discussion-course is by having structured discussions. In order to do this students must have read and thought about course material prior to class. The author says that this can be done through course preparation assignments (CPA’s) in which students must read and then think about a specific chapter or section of the textbook and complete “a written response to a question or problem the assignment sets up” prior to class (pg. 238).
The CPA’s have the same structure: (1) an introductory statement, (2) an objective for the assignment, (3) some background information relevant to the topic (if appropriate or necessary), and (4) the writing assignment itself” (pg. 238). The author warns that CPA’s have to be based off of authentic questions and that their cannot be one right answer. You have to be prepared for a bit of uncertainty when doing this because discussions can lead many places which you may not have anticipated.
In class, the author suggests first having students work in small discussion groups before having the larger class discussion. The author requires students to bring copies of their CPA’s to class with them and grades them on credit/no credit basis.
EXAMPLE of Author’s CPA (pgs. 247-248)
Chapter 12 Course Preparation Assignment: Hypothesis on Racial Inequality in America
Introduction: Still an American Dilemma?
In 1944, Swedish sociologist Gunnar Myrdal published a landmark study of American race relations. He maintained that the
principles of equality at the heart of the U.S. Constitution clashed with the unequal treatment of African Americans which he observed historically and at the time he was writing. This, for Myrdal, was An American Dilemma (the title of his famous book).
While the position of African-Americans (and other racial minorities) has improved since then, inequalities remain. These inequalities are of great interest to sociologists.
Objective
To describe and analyze the causes of racial inequality in the contemporary United States.
Background
Consider the following data from the U.S. Census Bureau for 2001:
Median Family Income Percent of White Income
Whites $47,041 100
Blacks $29,939 64
Assignment
1. Read Chapter 12 of the textbook on racial inequality to familiarize yourself with its forms, causes, and consequences.
2. Generate at least five testable hypotheses you believe might account for the differences in income given above. In other words, the differences in income are your dependent variable. What are the independent variables? Note: Start with the hypotheses you think are most important or plausible; then go on to list rival hypotheses that you think are less important or less plausible and would therefore want to test and disprove as a sociologist. Remember: since you want to generate testable hypotheses, you need to be as specific as possible in formulating answers (pgs. 247-248).
This idea of a discussion-based course can be implemented in almost any discipline or even job-training arena which makes CPA’s a great technique to hone.
Wednesday, April 22, 2009
The Inclusion of Disability in Introductory Sociology Textbooks
Author(s): Diane E. Taub and Patricia L. Fanflik
Source: Teaching Sociology, Vol. 28, No. 1 (Jan., 2000), pp. 12-23
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/1319418
Naliyah’s Blog
The authors argue that sociology is a discipline often used to highlight diversity and inclusion. However, one area that is often overlooked is that of physical differences in ability. The authors did content analysis of 25 textbooks from 1996-1998 examining them for “textual representation of disability and pictorial depiction of individuals with disabilities” (pg. 12). They identified two major themes: “disability as a defining social characteristic and disability as a basis for minority group membership” (pg. 12). The authors then discuss how individuals with disabilities might be portrayed in a more comprehensive manner. Some of their suggestions include: integrating photos of people with visible disabilities throughout texts rather than just in specific chapters where disability is discussed, not labeling captions of photos with words such as “crippled, blind” instead of calling people disabled, referring to them as “people who have disabilities,” having class discussions around the ways in which people with disabilities are active agents in countering challenges instead of painting them as victims of discrimination, discussing the range of disabilities one may have such as those that are not visible to include things such as mental illness.
This is a very important subject. Not simply for people taking sociology courses, but in advocating for us to educate able-bodied people about those who differ from themselves. I remember my professor in community college specifically having conversations with us about needing to hear from the perspectives of our classmates who were not able-bodied and to understand that not all of their situations were the same.
For instance, one of our classmates had cerebral palsy; he could not control his body and was in a wheel chair. He would drool and his head would lean off to one side while his arm would be upright with his wrist bent (in the fashion people often imitate when making fun of someone they call “retarded”). He could not speak and had a computer where he typed his answers which the computer than spoke aloud to the class.
By all appearances, people would assume he was mentally handicap. However, it couldn’t have been farther from the truth. He was a brilliant man who had absolutely no form of retardation; his body simply couldn’t do what he wanted it to. With the help of his computer and personal aid he wrote a story for a class paper (which he gave all of us) about his life and how people assume he is retarded. I have NEVER looked at people who are not able bodied the same way. I now understand that each person has very different experiences, needs, circumstances and that you cannot assume anything about the person and their intellectual capabilities by appearance.
I had another friend at the school, who had a less severe form of cerebral palsy. She could talk and function a little more independently, but still told me of what it was like to be 30 years old and still look like a kid and have her mom constantly in her life (as if she were still a child) unable to live as an adult.
What I learned from those classmates was the importance of educating others about the variety of challenges and differences they face. I also saw that we have so much we can gain from those who are not able-bodied and therefore must make sure they are not shut out of our learning and work environments nor our social arenas. This means that we must take an active role in accommodating and including students who are not able-bodied, just as we would someone who is a non- native English speaker or someone who has test anxiety. So when we talk about diversity we must make sure not to leave out those individuals so often forgotten about. Their stories are just as important as any other individuals’.
Source: Teaching Sociology, Vol. 28, No. 1 (Jan., 2000), pp. 12-23
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/1319418
Naliyah’s Blog
The authors argue that sociology is a discipline often used to highlight diversity and inclusion. However, one area that is often overlooked is that of physical differences in ability. The authors did content analysis of 25 textbooks from 1996-1998 examining them for “textual representation of disability and pictorial depiction of individuals with disabilities” (pg. 12). They identified two major themes: “disability as a defining social characteristic and disability as a basis for minority group membership” (pg. 12). The authors then discuss how individuals with disabilities might be portrayed in a more comprehensive manner. Some of their suggestions include: integrating photos of people with visible disabilities throughout texts rather than just in specific chapters where disability is discussed, not labeling captions of photos with words such as “crippled, blind” instead of calling people disabled, referring to them as “people who have disabilities,” having class discussions around the ways in which people with disabilities are active agents in countering challenges instead of painting them as victims of discrimination, discussing the range of disabilities one may have such as those that are not visible to include things such as mental illness.
This is a very important subject. Not simply for people taking sociology courses, but in advocating for us to educate able-bodied people about those who differ from themselves. I remember my professor in community college specifically having conversations with us about needing to hear from the perspectives of our classmates who were not able-bodied and to understand that not all of their situations were the same.
For instance, one of our classmates had cerebral palsy; he could not control his body and was in a wheel chair. He would drool and his head would lean off to one side while his arm would be upright with his wrist bent (in the fashion people often imitate when making fun of someone they call “retarded”). He could not speak and had a computer where he typed his answers which the computer than spoke aloud to the class.
By all appearances, people would assume he was mentally handicap. However, it couldn’t have been farther from the truth. He was a brilliant man who had absolutely no form of retardation; his body simply couldn’t do what he wanted it to. With the help of his computer and personal aid he wrote a story for a class paper (which he gave all of us) about his life and how people assume he is retarded. I have NEVER looked at people who are not able bodied the same way. I now understand that each person has very different experiences, needs, circumstances and that you cannot assume anything about the person and their intellectual capabilities by appearance.
I had another friend at the school, who had a less severe form of cerebral palsy. She could talk and function a little more independently, but still told me of what it was like to be 30 years old and still look like a kid and have her mom constantly in her life (as if she were still a child) unable to live as an adult.
What I learned from those classmates was the importance of educating others about the variety of challenges and differences they face. I also saw that we have so much we can gain from those who are not able-bodied and therefore must make sure they are not shut out of our learning and work environments nor our social arenas. This means that we must take an active role in accommodating and including students who are not able-bodied, just as we would someone who is a non- native English speaker or someone who has test anxiety. So when we talk about diversity we must make sure not to leave out those individuals so often forgotten about. Their stories are just as important as any other individuals’.
College teaching; Just in time teaching
This article in the Spring 2009 issue of College Teaching suggests that teachers communicate with students before class with two questions about the reading for the class; "What was the most difficult part of the reading?" and "What was the most interesting part of the reading?" or "What was the most relevant to you in the cless reading?". When students respond with specifics the instructor can address the students questions more effectively during the class. Students can write to a class blog or a site on blackboard before class to let the instructor know what problems they had with the material for class. Instructors are then able to effectively address students questions during the class encouraging a deeper understanding of the material before leaving one topic and moving to another.
This methodology was executed for a physics class and it was found that the grades improved overall when students used the class bolg to respond to questions on the class material.
This methodology was executed for a physics class and it was found that the grades improved overall when students used the class bolg to respond to questions on the class material.
Wednesday, April 15, 2009
Brief In-class Role Play- CTCH 602
Brief In-class Role Plays:
An Experiential Teaching Tool Targeted to Generation Y Students
Jane Z. Sojka
Mark S.B. Fish
Marketing Education Review
Volume 18, Number 1 (Spring 2008)
Blog: Lynn Barnsback
Generation Y is the largest group of business educated students in history. They are three times the size of Gen X. It is worthwhile to consider their value orientation and adapt teaching tools for them. According to Fontczak & Kelly (2000) “Effective learning occurs when students are more actively involved with an experience then reflect on that experience”. This is called experiential learning. Its benefits include: increased enthusiasm, increased performance on assignments, higher levels of learning, improvements in critical thinking & problem solving.
Role playing, a time honored teaching tool, is frequently used in business classes, specifically selling. While role playing does achieve many of the above mentioned benefits of experiential learning, it can be complicated and time consuming. The authors contend that Gen Y has shortened attention spans and “learn best from situations that are both interactive and entertaining and prefers a personalized approach.” They describe them as fast paced multitaskers who are used to “sound bites”. They believe that short activities are more likely to keep their attention. Gen Y is also immersed in “real-life” experiences like no generation before with reality TV and the 24/7 interactivity of the internet. To work with these unique characteristics, the authors worked on a program of Brief In class Role Plays (BIRPs). It is an adaptation of a traditional tool to these new learning styles allowing a student to make a personal connection to a concept being taught.
The BIRPs are based on real situations for sales representatives. Advantages of the BIRP is that it can be read quickly, (they are only a paragraph or two long), read in class, and multiple issues can be reviewed because of the limited time commitment. They are a quick way to add discussion topics not found in the text. A reality TV type of situation makes them “fun”. Because they are “bare bones” the students can personalize them and improvise. . The authors also suggest having the students create a BIRP as an assignment after interviewing a sales representative. BIRPs focus on the unexpected, “What would you do” situation. They allow students to think and consider their actions and reactions to a situation
The method of evaluation was minimal. Student evaluations of the class were used. Students were asked to identify what helped them learn and 46% commented specifically on the BIRPs. They feel that while the students can “ apply class knowledge to real world personal observation” they believe further study is necessary so they can better understand what students did learn and what about the BIRPs was educational. Also, that while Gen Y make like the shorter version, the longer traditional Role Play might be better suited to some topics.
I liked the article and its ideas. I believe the BIRPs are a good teaching tool because of time constraints both in and out of the classroom. These could be employed periodically. They can be used as time permits throughout the semester. They also might be a helpful tool prompting students to participate in the class in meaningful ways.
An Experiential Teaching Tool Targeted to Generation Y Students
Jane Z. Sojka
Mark S.B. Fish
Marketing Education Review
Volume 18, Number 1 (Spring 2008)
Blog: Lynn Barnsback
Generation Y is the largest group of business educated students in history. They are three times the size of Gen X. It is worthwhile to consider their value orientation and adapt teaching tools for them. According to Fontczak & Kelly (2000) “Effective learning occurs when students are more actively involved with an experience then reflect on that experience”. This is called experiential learning. Its benefits include: increased enthusiasm, increased performance on assignments, higher levels of learning, improvements in critical thinking & problem solving.
Role playing, a time honored teaching tool, is frequently used in business classes, specifically selling. While role playing does achieve many of the above mentioned benefits of experiential learning, it can be complicated and time consuming. The authors contend that Gen Y has shortened attention spans and “learn best from situations that are both interactive and entertaining and prefers a personalized approach.” They describe them as fast paced multitaskers who are used to “sound bites”. They believe that short activities are more likely to keep their attention. Gen Y is also immersed in “real-life” experiences like no generation before with reality TV and the 24/7 interactivity of the internet. To work with these unique characteristics, the authors worked on a program of Brief In class Role Plays (BIRPs). It is an adaptation of a traditional tool to these new learning styles allowing a student to make a personal connection to a concept being taught.
The BIRPs are based on real situations for sales representatives. Advantages of the BIRP is that it can be read quickly, (they are only a paragraph or two long), read in class, and multiple issues can be reviewed because of the limited time commitment. They are a quick way to add discussion topics not found in the text. A reality TV type of situation makes them “fun”. Because they are “bare bones” the students can personalize them and improvise. . The authors also suggest having the students create a BIRP as an assignment after interviewing a sales representative. BIRPs focus on the unexpected, “What would you do” situation. They allow students to think and consider their actions and reactions to a situation
The method of evaluation was minimal. Student evaluations of the class were used. Students were asked to identify what helped them learn and 46% commented specifically on the BIRPs. They feel that while the students can “ apply class knowledge to real world personal observation” they believe further study is necessary so they can better understand what students did learn and what about the BIRPs was educational. Also, that while Gen Y make like the shorter version, the longer traditional Role Play might be better suited to some topics.
I liked the article and its ideas. I believe the BIRPs are a good teaching tool because of time constraints both in and out of the classroom. These could be employed periodically. They can be used as time permits throughout the semester. They also might be a helpful tool prompting students to participate in the class in meaningful ways.
Waste Is Our Business, Inc.: The importance of non-financial information in the audit planning process: case study
The article is from the Journal of Accounting Education, Sept 2008. The article is typical for this journal because it discusses the use of case studies in developing analysis and critical thinking skills in studemts. The purpose of the case study is to have the students consider information outside of the financial statements when performing an audit. Too often the focus of an audit ,from a students perspective, is on the financial statements and not on anecdotal information. Sometimes the most relevant information is gained by having conversations with staff and management. These conversations will give you insight into the culture of a company, how they value their employees, how they regard their customers and vendors and the company’s management style. For additional information, auditors will also ask to see the code of ethics for a company and will ask employees if they are aware that the company has a code of ethics and if so, have they read it or do they know where they can find it to read. Auditors also review the minutes of Board meetings and look for articles in the paper to gain additional information about the company and its business dealings.
Students studying accounting will have to take a course in auditing and gain an understanding of the audit planning and process . If they are not currently employed in the field of accounting and have not had the opportunity to be involved in an audit these case studies will serve as a good learning tool about how an audit is conducted. The business cases presented as examples usually have a twist where someone in the company is presenting information that is potentially misleading and possibly fraudulent in nature. Students are confronted with conflicting facts and figures and must map out how to determine what exactly is wrong with the corporate picture as presented. This certainly helps the students develop critical thinking and analysis skills that they will have to rely on as a professional.
The students who worked on this case study gave this a good rating in so far as achieving the stated learning objectives. It is difficult to determine the best methods for teaching certain subjects in accounting. Educators should continue to share their experiences so as a community we can have more resources to develop a diverse and challenging curriculum for accounting students.
Students studying accounting will have to take a course in auditing and gain an understanding of the audit planning and process . If they are not currently employed in the field of accounting and have not had the opportunity to be involved in an audit these case studies will serve as a good learning tool about how an audit is conducted. The business cases presented as examples usually have a twist where someone in the company is presenting information that is potentially misleading and possibly fraudulent in nature. Students are confronted with conflicting facts and figures and must map out how to determine what exactly is wrong with the corporate picture as presented. This certainly helps the students develop critical thinking and analysis skills that they will have to rely on as a professional.
The students who worked on this case study gave this a good rating in so far as achieving the stated learning objectives. It is difficult to determine the best methods for teaching certain subjects in accounting. Educators should continue to share their experiences so as a community we can have more resources to develop a diverse and challenging curriculum for accounting students.
Monday, April 13, 2009
Yoga within the Music Studio
By Evelyn Lee Soen
The Journal of National Music Teachers Association
August/September 2004
I subscribed this magazine for 6 years and believed that I faithfully went through all the articles before I became a mom. This article I chose to report was published in 2004, so no excuse for that.
I first learned yoga in 2000 and practiced until I began to have a different life style. Sometimes I was too tired to bring my yoga mat to the floor. When my hands were free from my babies, I just wanted to rest or clean the house more than anything before they needed me. I'd often say to myself that I'll just practice the breathing technique instead of the whole 45 minute ritual. And it's been pretty much like that since 2005.
When I read this article, I thought of myself as a former piano teacher, who once incorporated yoga during regular piano lessons and summer camps. I started to teach students yoga after I noticed health benefit and improvements in my posture and muscle tension. Students found it interesting and they also liked to stretch their body before and after their lessons.
The author, Soen was motivated to incorporate yoga in her studio when she noticed her students were feeling too tired, sleepy or lack of concentration. I also tried small talk, a short game or sight reading, and it seemed to help students somewhat to think of music. However, while their mind might be able to shift to the present, their bodies were far from ready to play an instrument. Their back was tense from carrying a heavy backpack, their legs and arms were too tired from their extra school activities... and the list went on and on.
Soen had the same problems with her students. She thought that asking students to play scale and arpeggios before playing their pieces may not help them. Thus she began her search to help her students and found the answer in her own yoga practice. She believed that yoga can be another tool for music teachers to help students in their attempt to unlock and liberate the capacity to play an instrument. She chose the simplest poses that can be practiced while sitting or standing. She says that teachers can choose one or two poses for each lesson according to the student's age and length of the lesson. She believes that the added benefit to the teacher is a better transition and relaxed time between students.
When I added a little yoga session in my regular lesson, my students seemed to enjoy the time. So the summer of 2002, I designed a 6-week summer piano lessons with yoga, and it became one of my students' favorite summer camp themes. I asked students to do yoga before and after they practice at home so they could actually feel relaxed as they play music.
The benefits of yoga practice are well known. Many musicians also practice yoga and they get benefits from it. But not many of them teach yoga for their students. I believe that even a simple breathing technique and stretching can change the learning environment. It helps with performance anxiety, muscle tension, and it also can prevent injuries many musicians experience.
As I prepare to be in the teaching scene again, I often think about my former students -the students I taught when I was in my early 20's, in my late 20's and the students I taught in my 30's. I wonder where they are now and where they stand musically. I wonder if they ever think of the lessons they had with me and remember the life lessons I tried to teach them: music does not exist in the manuscript papers; music is in the place where you can truly think, hear, feel and sing. It doesn't have to be "note-perfect" because it becomes art when you become true to yourself as you play. Music learning can be fun, different and effective when a teacher's little personal touches are added. I know I'll remember that when I stand in front of the older kids.
The Journal of National Music Teachers Association
August/September 2004
I subscribed this magazine for 6 years and believed that I faithfully went through all the articles before I became a mom. This article I chose to report was published in 2004, so no excuse for that.
I first learned yoga in 2000 and practiced until I began to have a different life style. Sometimes I was too tired to bring my yoga mat to the floor. When my hands were free from my babies, I just wanted to rest or clean the house more than anything before they needed me. I'd often say to myself that I'll just practice the breathing technique instead of the whole 45 minute ritual. And it's been pretty much like that since 2005.
When I read this article, I thought of myself as a former piano teacher, who once incorporated yoga during regular piano lessons and summer camps. I started to teach students yoga after I noticed health benefit and improvements in my posture and muscle tension. Students found it interesting and they also liked to stretch their body before and after their lessons.
The author, Soen was motivated to incorporate yoga in her studio when she noticed her students were feeling too tired, sleepy or lack of concentration. I also tried small talk, a short game or sight reading, and it seemed to help students somewhat to think of music. However, while their mind might be able to shift to the present, their bodies were far from ready to play an instrument. Their back was tense from carrying a heavy backpack, their legs and arms were too tired from their extra school activities... and the list went on and on.
Soen had the same problems with her students. She thought that asking students to play scale and arpeggios before playing their pieces may not help them. Thus she began her search to help her students and found the answer in her own yoga practice. She believed that yoga can be another tool for music teachers to help students in their attempt to unlock and liberate the capacity to play an instrument. She chose the simplest poses that can be practiced while sitting or standing. She says that teachers can choose one or two poses for each lesson according to the student's age and length of the lesson. She believes that the added benefit to the teacher is a better transition and relaxed time between students.
When I added a little yoga session in my regular lesson, my students seemed to enjoy the time. So the summer of 2002, I designed a 6-week summer piano lessons with yoga, and it became one of my students' favorite summer camp themes. I asked students to do yoga before and after they practice at home so they could actually feel relaxed as they play music.
The benefits of yoga practice are well known. Many musicians also practice yoga and they get benefits from it. But not many of them teach yoga for their students. I believe that even a simple breathing technique and stretching can change the learning environment. It helps with performance anxiety, muscle tension, and it also can prevent injuries many musicians experience.
As I prepare to be in the teaching scene again, I often think about my former students -the students I taught when I was in my early 20's, in my late 20's and the students I taught in my 30's. I wonder where they are now and where they stand musically. I wonder if they ever think of the lessons they had with me and remember the life lessons I tried to teach them: music does not exist in the manuscript papers; music is in the place where you can truly think, hear, feel and sing. It doesn't have to be "note-perfect" because it becomes art when you become true to yourself as you play. Music learning can be fun, different and effective when a teacher's little personal touches are added. I know I'll remember that when I stand in front of the older kids.
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