2016-2017 Teaching Reflection: Constructivism -Guitar Final Project

In order to allow greater student-choice and to help improve motivation, I designed the

final project of my guitar class in a constructivist manner. My self-classification paper from my

psychology class (summer 2) helped me realize that my learning preferences are in more

structured and cognitive ways, but that it would be beneficial for me to try to explore

constructivist methods. Additionally, our class discussions inspired me to begin thinking about

ways that I could offer constructivist learning activities. I decided that one of the most logical

ways in my class situation/setting would be through a final project.

The goal of this project was to synthesize and apply everything that we had learned

throughout the school semester (Gestalt). Before this class, I had introduced several practice

strategies and different methods of learning songs on guitar, and my students had gained a

solid foundational knowledge of basic chords. Therefore, I instructed all of my students to pick

three songs that they were interested in learning to play on the guitar. I carefully listened to each

of their choices, and I inspected which songs would be accessible (based on the required chord

progressions) given their knowledge and skill background, and the amount of time that they

would be given to work on their projects. Then, I allowed my students to pick one song from

their accessible choices (Rogers). Then, they were given class time to learn and practice their

songs. At the end of the project, they recorded their songs (Elliott). The final part of the project

involved a self-evaluation and self-reflection (Dweck).

This project showed very positive results from many of my students. Some students

showed considerable growth and progress throughout the project. I offered guidance and

answered questions when it was needed, but they were in charge of their own learning process

(Bruner). I offered daily goal suggestions and practice suggestions that they could use as

guidance if they needed ideas for how to start, but I did not require them to meet or follow these

suggestions. Overall, it seemed like this project gave them the freedom and motivation to learn
their songs. It also set them up to be able to learn songs on their own outside of school once the

class was over. Several students commented that they felt more comfortable to learn songs on

their own at home after their experiences in this project (Dewey).

**As examples of this project, I have included the project description (assignment), two student

self-evaluations/reflections, as well as a video clip from 2 student performances below.