Emily Veramessa

Prof. Rathgeber
MUS 150
5/2/17
MUS 150 Semester Reflection

If Im to write honestly, I initially doubted the success of our final music technology

experience; I am very new to coding and creativity through software technology and I didnt

know how much participants would actually enjoy our creation. Participants questioned the

game too, and thats what made it appealing! Most people would walk up and ask what our box

was, and we told them to draw a card. Once they had the card, we asked them to try to show

that emotion by playing our instrument. Everyone always had a moment at first assuming it

wasnt going to be possible. Then they would think for a second, and then play. Some people

had a specific tune or interval they wanted to play, and if they played it wrong, they re-tried

until they got it. Other people just knew how they wanted to play in order to get their point

across. Either way, though, each participant began with an intention in mind, which was a cool

reminder that creativity can be fearlessly and confidently practiced no matter a persons

experience, preparation, or prior knowledge.

Most every participant didnt succeed at first, but I noticed that all of them added or

intensified their facial expressions. At first I considered saying that the person guessing should

look away so that theyre only concluding from the music. But I realized that facials made every

participant more successful and made the game more fun. Both the guesser and the performer

laughed and loosened up. I noted how music is an art and therefore inevitably human, and

trying to separate the two components to teach music isnt authentic.

Emily Veramessa
Prof. Rathgeber
MUS 150
5/2/17
When first beginning this project, I had tons of ambitious ideas of games and multiple

instrumentations on our hand-size board, but as we worked and gained first-hand experience

with the time and detail that goes into this kind of innovation, I had to be more realistic with

myself. And Im learning more and more that this is a fundamental aspect of teaching:

motivation met with flexibility. Ive noticed a cycle in which educators have bold, idealistic

visions, pursue them fearlessly, experience the unforeseen obstacles, embrace these realities

positively, and then problem-solving until a compromise is achieved. Ive found that the result

is inevitable pride in not only the final product, but also in the process itself and the lessons

learned from it.

I entered this class completely intimidated by technology that I was unfamiliar with, and

hesitant to understand it, let alone embrace it in my teaching. However, I have learned through

our readings and discussions how technology integration coincides with everything I stand for

as an educator: flexibility, student-centered experiences, applicability of content, and creative

projects as assessments. Our readings have given words and organization to things I already

prioritized, but furthered my ideas with concrete examples and processes I can use.