More On Bloom’s Revised Taxonomy

In order to work effectively with Bloom's Revised Taxonomy, we must understand two dimensions of learning: cognitive process, and knowledge. Cognitive process describes what thought task a learner is performing on a given text or focus. These include, in order of complexity from simple to complex,  remembering, understanding, applying, analyzing, evaluating, and creating. Of these, … Continue reading More On Bloom’s Revised Taxonomy

Music Teaching and Bloom’s Revised Taxonomy

When I learned Bloom's taxonomy as an undergraduate, I always thought that the arts were short changed. Sure, there was the affective domain, but it just didn't have the depth  to it that the cognitive domain had, and the affective domain was often presented as a sort of afterthought. When the taxonomy was revised, this … Continue reading Music Teaching and Bloom’s Revised Taxonomy

Using New Learning to Focus and Structure Music Lessons

One of the risks of begin an arts teacher is that my lessons will be perceived as unplanned and lacking in structure. While I always have both plans and structure to every lesson I teach, the highly interactive nature of a music class sometimes gives the illusion that we are only responding to the moment … Continue reading Using New Learning to Focus and Structure Music Lessons

For Our Students, ‘Careers In Music’ Isn’t Just About The Future

In a time when music is so easily accessible, students can easily loose sight of all the work and people it takes to bring an album to their listening ears. All many of my students ever see is the album or song title on their phone, or the album art. They just take it for … Continue reading For Our Students, ‘Careers In Music’ Isn’t Just About The Future