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Abstract

Minds-on engagement in active learning is explored through the experiences of Margaret Sanders, a general music teacher. Minds-on learners think about their experiences. They are actively involved as questioners and problem solvers while they complete musical tasks and reflect on their work after it is completed. Minds-off learners focus on their actions but not on the thinking required to complete a given task. This idea is explored in relation to the use of classroom routines to direct instruction. Routines serve a valuable function in moving students through their school day, assisting their progress from class to class to their dismissal at the end of the day. However, teachers may assume that students are involved in minds-on learning when, due to instructional routines, students’ responses represent a minds-off engagement in their learning. Teachers of general music must constantly challenge students in unexpected ways to maintain their minds-on engagement in music.

Keywords

constructivism hand-on minds-on active learning

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A Minds-On Approach to Active Learning in General Music

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