River Flows in You
As part of my coursework for PED 3142, I am embarking on an artistic (musical) learning experience!
Final Product
Here is the final product of my Personal Experiential Learning!
I played from memory and added a few embellishments of my own, such as switching octaves. :)
* Please note that my rendition of the song may differ slightly from the official video posted below.
I recently discovered that the live concert version contains some elements of improvisation on the composer's part to which I unfortunately do not
have access, as my sheet music was written according to the studio version of the song. However, I look forward to learning these parts in the future!
I played from memory and added a few embellishments of my own, such as switching octaves. :)
* Please note that my rendition of the song may differ slightly from the official video posted below.
I recently discovered that the live concert version contains some elements of improvisation on the composer's part to which I unfortunately do not
have access, as my sheet music was written according to the studio version of the song. However, I look forward to learning these parts in the future!
0. Flashbacks
Time to take a little stroll down memory lane...
Learning Plan |
Progress* Click on the audio files to hear me play!
|
I. Insights Gained
HighlightsAs my own teacher throughout this personal journey with experiential learning, I have gained much from this experience that will certainly stay with me for a very long time.
This project has proven to me that I am truly capable of accomplishing anything I want, so long as I set my mind to it. I have been meaning to learn to play River Flows in You for as long as I can remember, but this aspiration was constantly put on the back burner as there was always something more urgent to tend to. Integrating this endeavour into my coursework was a bit of a risk, but ultimately one that I am glad to have taken as it forced me to prioritize and commit to this plan (for once). As a "semi-retired" musician, I was concerned that I would never be able to sight-read or maneuver my hands over the keys as smoothly as I did once before. However, with a great deal of effort, patience, and perseverance, I have found that it is in fact possible to re-train my eyes and hands, no matter how long the break has been. I have since learned to motivate myself and overcome my fear of failure, replacing it instead with a sense of purpose and determination. Embarking on this artistic adventure has not only allowed me to re-ignite my passion for music, but has also boosted my self-confidence in my own abilities. Getting back into piano after having spent years away has been a healthy challenge for myself, and I look forward to taking more risks in the future in order to reap the benefits and continue to grow as a lifelong learner. |
Your only limit is your mind.”
ChallengesHaving completed this personal learning experience, I now realize that my original learning plan was perhaps a bit ambitious for someone who has been out of practice for the last six years. Between juggling school and work and having to adapt to unique circumstances brought on by the pandemic, I came to recognize my own limitations and be realistic with my expectations.
I found that I was feeling very stressed about not being able to practice as often as I had planned, and was concerned that I would not learn the piece in time for the end of the semester. I struggled to find a balance between school, work, my sleep schedule, and personal time for myself. Ultimately, I decided to modify my learning plan and emphasize the quality of my playing over the quantity of bars that I was learning. Going forward, I felt much better about my progress as I was learning to play the song at my own pace for my own enjoyment, rather than rushing to meet a deadline. I also noticed a visible difference in my mental health, as I once again looked forward to my practice sessions and generally held a much more positive attitude towards my own success. I believe this experience to be one that reflects my intrinsic motivation, as the adjustment in my learning plan was purposefully made to fulfill personal satisfaction and cultivate a genuine desire to learn. |
II. Analysis with respect to Course Content
My experience with self-initiated learning has given me much to consider in the realm of music, especially in relation to the various themes and readings examined throughout the course.
Over the past few months, I have developed many strategies to establish an appropriate classroom climate that accounts for diversity and inclusion. I have since become much more informed about various learning exceptionalities, including students with Autism Spectrum Disorder, gifted students, and students with other learning disabilities. It is interesting to note the learning process for students with ASD, as the structure of the autistic brain allows for higher-order thinking in a unique way that facilitates the individual's ability to recall information, recognize patterns, and think creatively. The readings also outlined the role that intelligence and ability play in the classroom, along with the differences that exist between bright and gifted students. As such, I am curious as to the level of difficulty that gifted individuals may experience when attempting to learn a new musical instrument, as there are certainly many natural musicians who seem to pursue and succeed in musical endeavours with little to no effort. I wonder whether this musical aptitude applies to students with ASD as well, provided that their ability to identify patterns is a personal strength. In any case, music may perhaps be a solution for some students with learning disabilities, as it may stimulate and strengthen the auditory, visual / spatial, and motor cortices of the brain — the neurological regions responsible for various functions and processes involving speech and language, reading, attention, and concentration, all of which may facilitate their learning.
In addition to exploring learning exceptionalities, the course content also presented a variety of teaching approaches in order to promote the development of certain skills and address the issue of stifling creativity in the classroom. The readings have encouraged me to adopt a relationship-based approach to prioritize student wellness, as well as nurture social-emotional learning and self-regulation, a skill set that helps students to monitor and manage their thoughts, emotions, and behaviour. I believe music to be a wonderful outlet that students may use to alleviate stress, explore creativity, or simply entertain themselves. As a universal language, music may also serve as a tool for effective communication, such that educators may foster healthy, positive relationships with their students. Most importantly, the course has heavily emphasized the notions of differentiated instruction and assessment, which have inspired me to integrate musical elements into my lesson plans as an alternate method of presenting the learning content. In this way, students may benefit from listening to a song or even engaging in the creation of music themselves in order to consolidate their understanding of a certain concept. Music has proven to be a successful method of reinforcing the importance of the Arts as well, which allow students to not only express themselves in a creative manner, but also develop other competencies, ultimately contributing to a well-rounded education.
As a future FSL educator, I have had the opportunity to reflect on certain strategies designed to support English Language Learners in FSL classrooms as well. I have since learned to embrace and make use of community resources, develop student metacognition, and recognize the value in students' mother-tongues in order to optimize the learning experience for ELLs. However, what strikes me most is the transfer of skills that occurs between languages, which speaks to a positive influence on student learning. This diffusion of knowledge piques my curiosity, as it raises the question of whether a student's musical background may facilitate their learning elsewhere.
Overall, I have learned a great deal about the phenomenon of music, which has enabled me to draw relevant connections between the course content and my own experiential learning. Navigating through this personal project has been a highly enlightening experience, and I look forward to regularly infusing music into my classroom practice.
Over the past few months, I have developed many strategies to establish an appropriate classroom climate that accounts for diversity and inclusion. I have since become much more informed about various learning exceptionalities, including students with Autism Spectrum Disorder, gifted students, and students with other learning disabilities. It is interesting to note the learning process for students with ASD, as the structure of the autistic brain allows for higher-order thinking in a unique way that facilitates the individual's ability to recall information, recognize patterns, and think creatively. The readings also outlined the role that intelligence and ability play in the classroom, along with the differences that exist between bright and gifted students. As such, I am curious as to the level of difficulty that gifted individuals may experience when attempting to learn a new musical instrument, as there are certainly many natural musicians who seem to pursue and succeed in musical endeavours with little to no effort. I wonder whether this musical aptitude applies to students with ASD as well, provided that their ability to identify patterns is a personal strength. In any case, music may perhaps be a solution for some students with learning disabilities, as it may stimulate and strengthen the auditory, visual / spatial, and motor cortices of the brain — the neurological regions responsible for various functions and processes involving speech and language, reading, attention, and concentration, all of which may facilitate their learning.
In addition to exploring learning exceptionalities, the course content also presented a variety of teaching approaches in order to promote the development of certain skills and address the issue of stifling creativity in the classroom. The readings have encouraged me to adopt a relationship-based approach to prioritize student wellness, as well as nurture social-emotional learning and self-regulation, a skill set that helps students to monitor and manage their thoughts, emotions, and behaviour. I believe music to be a wonderful outlet that students may use to alleviate stress, explore creativity, or simply entertain themselves. As a universal language, music may also serve as a tool for effective communication, such that educators may foster healthy, positive relationships with their students. Most importantly, the course has heavily emphasized the notions of differentiated instruction and assessment, which have inspired me to integrate musical elements into my lesson plans as an alternate method of presenting the learning content. In this way, students may benefit from listening to a song or even engaging in the creation of music themselves in order to consolidate their understanding of a certain concept. Music has proven to be a successful method of reinforcing the importance of the Arts as well, which allow students to not only express themselves in a creative manner, but also develop other competencies, ultimately contributing to a well-rounded education.
As a future FSL educator, I have had the opportunity to reflect on certain strategies designed to support English Language Learners in FSL classrooms as well. I have since learned to embrace and make use of community resources, develop student metacognition, and recognize the value in students' mother-tongues in order to optimize the learning experience for ELLs. However, what strikes me most is the transfer of skills that occurs between languages, which speaks to a positive influence on student learning. This diffusion of knowledge piques my curiosity, as it raises the question of whether a student's musical background may facilitate their learning elsewhere.
Overall, I have learned a great deal about the phenomenon of music, which has enabled me to draw relevant connections between the course content and my own experiential learning. Navigating through this personal project has been a highly enlightening experience, and I look forward to regularly infusing music into my classroom practice.
III. Lesson and Unit Planning
My personal journey with experiential learning has both deepened and evolved my understanding of lesson and unit planning. As I continue to grow to be a more effective teacher, I have developed useful strategies to promote student engagement, enhance student motivation, and increase overall student enjoyment and satisfaction.
To begin, taking on this personal project has heavily reinforced the importance of organization and sufficient preparation. I intend to plan simple yet engaging activities that will not only introduce each theme to my students in an exciting manner, but also prime their minds to learn. In preparation for my own experiential learning, I spent some time activating my prior knowledge of music theory and reviewing certain concepts to annotate the sheet music, as well as watching some video tutorials on YouTube to provide me with a sense of what was coming ahead.
I have also come to the realization that learning is not linear! Each and every student will learn differently, which speaks to the process of goal-setting and the principles of differentiated instruction and assessment. I have found it beneficial to break tasks down into more manageable chunks, as it allows me to continually reflect on my progress throughout each step of the learning curve. Dividing the sheet music up into distinct sections and learning several of these sections at a time helped me to stay on track and prevented me from feeling overwhelmed. I attempted to learn the song through a variety of methods as well, such as reading the sheet music (visual), playing notes on the keys (tactile), or simply listening to the track (auditory). In addition, adjusting my own learning plan has taught me to be flexible with my students' learning, as things may not always go as planned — and that is absolutely acceptable!
Most importantly, I have recognized the value in having fun! It is so important for students to genuinely enjoy what they are learning, as it facilitates the task at hand and ensures a positive, memorable experience. As a teacher, it gives me great satisfaction to be able to exercise creativity in my lesson and unit planning, knowing that my students will benefit from elements of novelty and inspiration.
Going forward, I feel much more prepared to design and deliver lessons, units, and activities in a manner that renders learning more accessible to all.
I am most excited to implement some of these strategies into my upcoming teaching practicum in the spring!
To begin, taking on this personal project has heavily reinforced the importance of organization and sufficient preparation. I intend to plan simple yet engaging activities that will not only introduce each theme to my students in an exciting manner, but also prime their minds to learn. In preparation for my own experiential learning, I spent some time activating my prior knowledge of music theory and reviewing certain concepts to annotate the sheet music, as well as watching some video tutorials on YouTube to provide me with a sense of what was coming ahead.
I have also come to the realization that learning is not linear! Each and every student will learn differently, which speaks to the process of goal-setting and the principles of differentiated instruction and assessment. I have found it beneficial to break tasks down into more manageable chunks, as it allows me to continually reflect on my progress throughout each step of the learning curve. Dividing the sheet music up into distinct sections and learning several of these sections at a time helped me to stay on track and prevented me from feeling overwhelmed. I attempted to learn the song through a variety of methods as well, such as reading the sheet music (visual), playing notes on the keys (tactile), or simply listening to the track (auditory). In addition, adjusting my own learning plan has taught me to be flexible with my students' learning, as things may not always go as planned — and that is absolutely acceptable!
Most importantly, I have recognized the value in having fun! It is so important for students to genuinely enjoy what they are learning, as it facilitates the task at hand and ensures a positive, memorable experience. As a teacher, it gives me great satisfaction to be able to exercise creativity in my lesson and unit planning, knowing that my students will benefit from elements of novelty and inspiration.
Going forward, I feel much more prepared to design and deliver lessons, units, and activities in a manner that renders learning more accessible to all.
I am most excited to implement some of these strategies into my upcoming teaching practicum in the spring!
If you are planning for a year, sow rice.
If you are planning for a decade, plant trees.
If you are planning for a lifetime, educate people.”
– Chinese Proverb
IV. A Glimpse into the Future
Future GoalsMy list of future goals for self-initiated learning has certainly grown since completing this personal learning experience — a journey that has left me feeling inspired to take on further projects and push my own boundaries.
In the future, I hope to rekindle my passion for old hobbies and get back into activities such as crochet, graphic design, or dance. I would also love to spend more time and build comfort with baking and pastry arts by decorating cakes or baking macarons, the latter of which seems to be an impossible feat for most! Musically, I am currently learning to play the ukulele, and I would love to someday try out the harp, cello, and electric guitar. Whatever my next project may be, I know that I am fully capable of teaching myself and making the most out of my learning experience. |
Teacher Self-CareThroughout this personal experiential learning adventure, I have also learned many valuable lessons pertaining to teacher self-care and well-being. I have since realized that it is important to prioritize mental wellness and take some time out of my day to do something for myself — an activity designed solely for my own enjoyment that is unrelated to school or work.
Simultaneously, I now know to set more attainable goals in order to acknowledge the steps taken throughout my progress — however little they may be — and facilitate my own success, as well as monitor and maintain my mental health. As someone who is typically very hard on themselves, I have since learned to be kind to myself and to be sensitive to my needs as a human being, whether they be physical, mental, or emotional. Going forward, I intend to make an effort to practice mindfulness and emphasize mental wellness in all of my future endeavours. |
Official Music Track
References
Forschbach, T. [Klavier lernen (werdemusiker.de)]. (2016, August 4). How to play “River flows in you” on
piano tutorial – Easy – Full song – Yiruma [Video]. YouTube. https://www.youtube.com/watch?v=9T8cnch9Klg
Forschbach, T. [Klavier lernen (werdemusiker.de)]. (2016, November 21). River flows in you – Yiruma –
Piano tutorial – Part 2 [Video]. YouTube. https://www.youtube.com/watch?v=R7hJFzG0Q1g
Green, K. (2018, May 3). Eight great tips for practicing piano. Yamaha.
https://hub.yamaha.com/eight-great-tips-for-practicing-piano/
Lane, M. (2020). Chapter 10 – Piano myths and common concerns. Flowkey.
https://www.flowkey.com/en/piano-guide/piano-myths
Michelmore, G. [ThinkSpace Education]. (2020, February 25). Music theory in 16 minutes [Video]. YouTube.
https://www.youtube.com/watch?v=_eKTOMhpy2w
Music & Arts. (2020, September 24). Tips on how to become a better piano player. The Vault.
http://thevault.musicarts.com/tips-on-how-to-become-a-better-piano-player/
Musicnotes. (2019). How to read sheet music: Step-by-step instructions. Musicnotes Now.
https://www.musicnotes.com/now/tips/how-to-read-sheet-music/
Pianist Magazine. (2014, July 16). Piano masterclass on practising correctly, part 1 [Video]. YouTube.
https://www.youtube.com/watch?v=YLzjqHo_pms
Pianist Magazine. (2014, July 16). Piano masterclass on practising correctly, part 2 [Video]. YouTube.
https://www.youtube.com/watch?v=spSjUGfJmSI
Pianote. (2021). Piano Theory. PianoLessons.com. https://www.pianolessons.com/piano-lessons/piano-theory.php
Rousseau. (2018, October 8). Yiruma – River flows in you [Video]. YouTube.
https://www.youtube.com/watch?v=NPBCbTZWnq0
Saiki, M. (2019). How to practice piano effectively: A comprehensive practice guide for the busy adult pianist.
Liberty Park Music. https://www.libertyparkmusic.com/practice-piano-efficiently-tips-adult-pianist/
Srša, M. [Marijan Piano]. (2018, December 27). How to play: Yiruma – River flows in you | Piano tutorial lesson +
sheets [Video]. YouTube. https://www.youtube.com/watch?v=UtcZPv2IV8M
Yiruma. (2011). River flows in you. Milwaukee, WI: Hal Leonard. (Original work published 2001)
piano tutorial – Easy – Full song – Yiruma [Video]. YouTube. https://www.youtube.com/watch?v=9T8cnch9Klg
Forschbach, T. [Klavier lernen (werdemusiker.de)]. (2016, November 21). River flows in you – Yiruma –
Piano tutorial – Part 2 [Video]. YouTube. https://www.youtube.com/watch?v=R7hJFzG0Q1g
Green, K. (2018, May 3). Eight great tips for practicing piano. Yamaha.
https://hub.yamaha.com/eight-great-tips-for-practicing-piano/
Lane, M. (2020). Chapter 10 – Piano myths and common concerns. Flowkey.
https://www.flowkey.com/en/piano-guide/piano-myths
Michelmore, G. [ThinkSpace Education]. (2020, February 25). Music theory in 16 minutes [Video]. YouTube.
https://www.youtube.com/watch?v=_eKTOMhpy2w
Music & Arts. (2020, September 24). Tips on how to become a better piano player. The Vault.
http://thevault.musicarts.com/tips-on-how-to-become-a-better-piano-player/
Musicnotes. (2019). How to read sheet music: Step-by-step instructions. Musicnotes Now.
https://www.musicnotes.com/now/tips/how-to-read-sheet-music/
Pianist Magazine. (2014, July 16). Piano masterclass on practising correctly, part 1 [Video]. YouTube.
https://www.youtube.com/watch?v=YLzjqHo_pms
Pianist Magazine. (2014, July 16). Piano masterclass on practising correctly, part 2 [Video]. YouTube.
https://www.youtube.com/watch?v=spSjUGfJmSI
Pianote. (2021). Piano Theory. PianoLessons.com. https://www.pianolessons.com/piano-lessons/piano-theory.php
Rousseau. (2018, October 8). Yiruma – River flows in you [Video]. YouTube.
https://www.youtube.com/watch?v=NPBCbTZWnq0
Saiki, M. (2019). How to practice piano effectively: A comprehensive practice guide for the busy adult pianist.
Liberty Park Music. https://www.libertyparkmusic.com/practice-piano-efficiently-tips-adult-pianist/
Srša, M. [Marijan Piano]. (2018, December 27). How to play: Yiruma – River flows in you | Piano tutorial lesson +
sheets [Video]. YouTube. https://www.youtube.com/watch?v=UtcZPv2IV8M
Yiruma. (2011). River flows in you. Milwaukee, WI: Hal Leonard. (Original work published 2001)