Finally, after two weeks of searching and stressing, I have found the harp of my dreams.
After much deliberation, I have chosen an all-electric some by Camac.
It is quite superb and will now be used for the band as well as for my new therapy channel to aid support trauma recovery. I cannot tell you how pleased I am.
I will be learning to improvise on it as well as memory play, which is important for my teaching methods and the new system of engagement that I am developing. I am more than excited.
Of course, I love my cello study and will keep learning and developing my skills in it. But cello technique does not lend itself so easily to the musical ideas for the methods I am working with. String instruments, notably, violin, viola and cello, take years to master. Trauma and recovery need a more immediate therapy that produces harmony immediately for aural appreciation whilst offering further opportunities and avenues for focus. Focus can level the mood and ground the client. Grounding is an important step in relief from trauma responses.
This video is the same as my new harp as played by the wonderful Deborah Henson-Conant. She has added some led lights which, I will too, not to be outshone on stage!
I am also researching concepts of Pedagogy
Constructivism is a theory that people learn through experiences and reflection. A Constructivist pedagogy puts the child at the centre of the learning, and is sometimes called ‘invisible pedagogy’. A constructivist approach would incorporate project work, inquiry based learning, and might adopt a Montessori or Steiner method.
A Social constructivism pedagogy could be considered to be a blend of two priorities: teacher guided, and student centred. Cognitive psychologist, Lev Vygotsky developed social constructivism, building on the work of Piaget, but argued against the ideas of Piaget that learning could only happen in its social context, and believed that learning was a collaborative process between student and teacher.
What would a social constructivism approach look like in a lesson?
The teacher would use group work elements, but would use smaller group sizes, and limit the choice in topics. The teacher might also use teacher modelling, questioning, and a mixture of individual, pair, and whole class instruction.
Liberationism is a critical pedagogy developed by the Brazilian educator, Paulo Freire. Freire was the Director of the Department of Education, and developed an approach of teaching where he was able to teach illiterate adults to read in just 45 days. Freire focussed on removing the two barriers to learning: poverty and hunger. Freire was then imprisoned following a military coup. Once he was released, he wrote a book called 'Pedagogy of the Oppressed' where Freire wrote about the dehumanisation of students in schools, and argued for cooperation and unity. A liberationist approach is one where the student voice is placed at the centre, and a democracy is put into the classroom. Value is placed on having the teacher as a learner, and the class discovering subjects together.
What would a social constructivist approach look like in a lesson?
The teacher might use examples of literature that contain non-standard constructions, such as hip-hop, or graffiti. Students may take on the role of the teacher, and decide upon the topic of the lesson. The teacher should provide space and opportunity for the students to showcase their learning, and this can take the form of a performance, speech, or dance.
Finally, I am looking to create a sort of entity-based teaching method where the individual is paramount and a teaching practice is client centered with a fluid approach to their learning and or developmental needs. So, no two students would be taught in exactly the same way and teaching (or rather, musical development or therapy) would cater for the holistic progression without rigid timescales, strategies or skill sets. There would still be an end goal but it would be developed in by the teacher and student who create a guiding energised relationship between them.
The idea is that any instrument can be used and early learning uses the ear and improvisation techniques as well as a system of 'brick learning' musical techniques. Each small brick can be used to create a bigger structure if desired.