WEEK 9 (YEAR 1 Semester 2) -- Bridging Theory and Practice

Returning from placement, we revisited Elliott and Silverman's praxial music education to frame our shared experiences. The concept of "social praxis" -- music as something fundamentally people-centered that we do for and with each other -- took on deeper meaning after witnessing it in action. Jennifer Rowley's research on Work Integrated Learning helped me understand how reflection develops our teaching identity and tracks our growth over time.

Looking back over the lecture slides, I noted an activity we didn’t have time to complete.

Summarise Praxial Music Education:

• Write a haiku (5-7-5)

• Draw a picture

• Create an acronym

• Use melody of ‘Chumbara’ to summarise

Sound and movement weave

A tapestry of people, 

Living their best lives.

(SAL) – my ideal music teacher.

Three positive experiences stood out: providing one-on-one keyboard tutoring to a Year 7 student struggling with chord sequences; collaborating with a Year 12 student on his HSC guitar composition through our shared compositional interest; and formally assessing six Music 2 performances alongside experienced teachers, providing marks, rankings, and feedback. These moments affirmed my capacity to contribute meaningfully.

Two moments of angst emerged: I compared myself to my placement partner, feeling inadequate and even physically ill one morning from impostor syndrome. I also felt self-conscious about my age, fearing expectations that I should already be an expert rather than a novice.

A pivotal conversation with my supervising teacher during sports activities shifted my perspective. He reminded me we're on different professional trajectories and that I needed to accept my own path. His reassurance that I was a valued community member - despite my short stay - along with his understanding, patience, and humour, helped me feel that I belonged. This mentorship models the support I hope to offer future teachers.

My goal for next placement: Believe in my ability to inspire. Inspiring teachers, according to Jennifer Robinson's reflexive double-loop theory, reflect on their own practice and implement changes. This ePortfolio process guides and enables reflexive practices.