WEEK 3 (YEAR 1 Semester 2) -- Praxial Music Education

This week's focus on peer teaching illuminated the practical pedagogical tools I'll need in the classroom. The systematic approach to teaching songs -- question and instruction, echo, immersion -- emphasises active engagement through music itself, not excessive teacher talk. Clear cues, chunking information, and repetition allow students to gradually join in as familiarity grows.

The Three R's framework provides a powerful structure: Review activates prior learning ("We already know..."), Reason explicitly states new learning goals ("Students will..."), and Reinforcement provides immediate practice using the same repertoire. This approach ensures pedagogically relevant progression while building on existing knowledge. Finishing by singing the song musically brings everything full circle.

The concept of praxial music education resonated with me. Elliott and Silverman's philosophy emphasises music as a socially situated, people-centred endeavour -- not an abstract art form but something we do for and with each other. This perspective reframes my role: I'm not just teaching music theory or performance skills, but enabling, empowering, and welcoming all students to develop their musical abilities. When we teach through music ethically, we achieve well-being and flourishing for ourselves and others. This praxial philosophy will guide my approach to creating inclusive, transformative musical experiences for my students.