Entering the world of music education as a placement student in a secondary school is like setting out on a musical quest, it’s a voyage filled with obstacles, victories, and life-changing experiences. In this focused discourse, I want to ask you to come along on this life-changing adventure with me as I work through the difficulties of teaching music, face obstacles head-on, and become a more skilled and compassionate instructor. We will examine significant events, lessons discovered, and the development of my work as a student on music placement using the prism of reflective models.

Understanding the role of reflective practice-

As a guiding principle, it is necessary to create the framework of reflective practice before diving into the story of my placement adventure. A fundamental component of professional growth, reflective practice is based on the ideas of theorists such as Kolb, Schön, and Dewey and allows educators to critically analyse their own experiences, viewpoints, and behaviours. Reflective inquiry provides educators with a continual learning cycle by helping them identify areas for improvement, develop deeper insights, and refine their profession. As I looked into these theorists it came to my interest that people may look at reflective practice in different ways.

According to (Sellars) Dewey proposed that opportunities for reflective thinking were prompted mainly by practical events that created feelings of disquiet or confusion or a sense of wonder and awe. Despite its importance and the heavy reliance of other theorists on his work, Dewey’s notion of reflection has been challenged in several ways over the decades by other writers in this area. The idea that Dewey saw reflection as the act of thinking about action and did not make a strong connection between reflective thinking and action is one of the most serious criticisms levelled against him.

David Kolb’s approach to reflective thinking was very interesting. According to (Mcleod) Kolb, learning entails gaining abstract notions that are adaptable and applicable in a variety of contexts. According to Kolb’s idea, novel experiences act as an invitation for the creation of new thoughts.

Schons approach was the most helpful to me as I find this action makes you reflect on what has just happened, keeping it fresh in the mind. According to (Robinson) Using this approach assists practitioners in improving the quality of their work by taking into account individual actions at the time of an event and actions that could have been taken to address a specific circumstance effectively. This model is distinct from all other models of reflection since it is used in a way that requires reflection both during and after an event, as opposed to being multi-stage or circular.

My approach;

Accepting Variability and Adaptability-

One of the first things I had to deal with while starting my placement experience was figuring out the wide range of student backgrounds, skills, and interests in a secondary school music classroom. I set out on a quest of discovery and adaptation, based on the ideas of Gibbs’ Reflective Cycle, to modify my teaching to fit the various requirements of my pupils. I was able to determine the significance of individuality and differentiation in creating a welcoming and inclusive learning environment through thoughtful observation and study. My goal was to enable students to interact with music in meaningful and unique ways by utilising technology-enhanced instruction, collaborative learning opportunities, and adaptable teaching methodologies. There are many moving parts in this complex environment, from handling a wide range of student skills and interests to dealing with administrative limitations. For example, sometimes I would find it difficult to provide personalised support and feedback to each student as this can be demanding when faced with a wide range of abilities and interests. This required a multifaced approach such as observation. It is essential to actively observe the relationships and everyday activities that take place in the school setting to spot possible problems. Observing classroom dynamics, interactions between teachers and students, administrative procedures, and the general school culture are all included in this. Through active engagement with the educational setting, students can get a direct understanding of the diverse obstacles that they may encounter.

Addressing the challenges- 

To overcome these challenges, proactive actions and flexible approaches are needed. I tried to create a welcoming and interesting musical environment by combining interactive exercises, group projects, and technology-enhanced learning opportunities. As I immersed myself in the day-to-day realities of music education, I encountered logistical challenges and resource limitations that threatened to impede the realization of my pedagogical goals. Employing Schön’s Reflective Practitioner Model, I embraced a proactive stance, advocating for the importance of music education and leveraging community partnerships to address resource constraints. Through collaborative dialogue with school administrators, fellow educators, and community stakeholders, I championed the expansion of music program offerings and secured additional resources to enrich student learning experiences. Reflecting on this process, I recognized the transformative power of advocacy and collaboration in effecting positive change within the educational landscape. I successfully gathered resources and support to enhance the music education programme by taking lunchtime classes for any child who wanted to enhance their knowledge of music through theory and practical exercises making this a fun activity with lots of interaction as well as getting involved in the school choir and school play opening up so many opportunities for me. I also took advantage of professional development opportunities and looked for mentorship from experienced educators to improve my methods of instruction and classroom management.

Secondary schools often have limited resources available for music education, including musical instruments, technology, and instructional materials. In the face of these constraints, creativity becomes essential. Explore alternative resources and innovative teaching methods that maximize the use of available resources while still providing meaningful musical experiences for students. Additionally, advocate for additional resources and support from school administrators and community stakeholders. In addition to this, I created a post for the school’s Facebook as well as making posters and leaflets for the town persuading anyone who had any old instruments lying about to bring them in as any equipment is helpful, as we all know it’s not the easiest to fund much in the music industry.

Learning and Development-

By overcoming these obstacles, I have developed critical abilities that go beyond the field of music teaching and obtained priceless insights. Understanding and resolving difficulties in a secondary school placement requires reflective practice. Based on the ideas of Dewey’s Reflective Thinking Model, I set out on a journey of professional and personal improvement as my placement progressed. I participated in a process of ongoing reflection by using critical inquiry, self-evaluation, and introspection to determine where my teaching methods needed improvement. By utilizing the input of mentors, colleagues, and students, I refined my educational strategy and promoted an environment that values continuous learning and inquiry. Through adopting a growth mindset and viewing obstacles as chances for personal development, I became a more self-assured, resilient, and thoughtful teacher, equipped to passionately and purposefully traverse the complexity of music education.

Analysis and Evaluation-

I feel a great sense of thankfulness and fulfilment as the last notes of my placement journey reverberate through the secondary school’s hallways. I’ve started a life-changing path of self-discovery, development, and rejuvenation via the prism of reflecting models. Every stage of my placement experience, from accepting diversity and adaptation to conquering challenges and fighting for resources, has advanced both my professional and personal development. I’m leaving the comforting beats of the secondary school music classroom behind, but I also bring the lessons I’ve learned, the memories I’ve built, and my unwavering confidence in the ability of music to uplift, inspire, and bring people together.

Following the tenets of reflective practice, we have examined the life-changing experience of a music placement student in a secondary school. We have followed the development of my work via the prism of reflecting models, from accepting variety and flexibility to conquering challenges and fighting for resources. I am reminded as I begin this new chapter in my journey of the significant influence reflective inquiry has had in moulding my identity as a lifelong learner and educator. I have not only mastered the rhythms of music education by taking these problems head-on, but I have also become a more skilful and compassionate teacher. As I travel further, I’m determined to create a supportive and welcoming music atmosphere where students feel encouraged to express themselves and to believe in the transformational potential of music. I hope this blog will serve as evidence of the everlasting value of introspection in promoting development, resiliency, and rejuvenation in the ever-changing field of music teaching.

Works Cited

Mcleod, Saul. “Kolb’s Learning Styles and Experiential Learning Cycle.” Simply Psychology, 2024, www.simplypsychology.org/learning-kolb.html.

Robinson, Jessica . “Master the Art of Reflection with Schön’s Reflective Model.” Crowjack, 2 Dec. 2022, crowjack.com/blog/strategy/reflection-models/schon-reflective-model.

Sellars. 59229 Sellars. 2013.