by Bridget Munsterman

April 1998

I have learned so much about my personal learning style. There are four basic learning environments which I have encountered:

1. traditional classroom textbook learning

2. structured experiential group learning with group responsibility

3. structured experiential learning with personal responsibility

4. structured experiential group learning in which I created the learning situation

Together, these four learning situations have created a very solid foundation for me. There are unique qualities offered by each different situation but the methods I use to learn remain the same throughout. I learn best through learning conversations. The Meyers-Briggs test helped me to realize that my type--ENFJ--greatly influences my ability to learn in different situations. I need to be involved in group activities or with other people. I need to be allowed to be creative. I need to be motivated and encouraged, and I need to have deadlines. The Repertory Grid also helped to make me conscious of my learning style by making me aware of the constructs I use to identify my experiences. These constructs are structure, control, and responsibility. The four different learning environments give me the opportunity to be a problem-solver and a self-organized learner. By knowing my personal learning style, I am able to recognize the learning style of others.

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For me, learning music involves four different learning situations:*

1. traditional classroom textbook learning (Music Theory, Music History, Choral Conducting)

2. structured experiential group learning with group responsibility (Cantoria, University Chorus)

3. structured experiential learning with personal responsibility (voice lessons)

4. structured experiential group learning in which I create the learning situation (teaching choir)

My experiences in traditional classrooms have been primarily negative. In order for me to learn, I must be motivated; and the traditional classroom generally does not provide the motivation or opportunities to create personal motivation. In Music History and Music Theory, the teacher taught content rather than techniques and processes for learning. I was expected to know the information and be able to apply it to different situations, but it was difficult because had trouble creating personal meaning based on content alone. However, because the knowledge was repeated and applied on a daily basis, I eventually learned the material.

There were a few occasions when these two classes did motivate me. Several times throughout the year, the professor would assign a large project. We were given very little structure for these projects and were allowed to decide our own topic. Some of these projects included music compositions, research papers or projects, and class presentations. The reason why these learning situations were so positive for me was because they were very loosely structured. By using the exercises in A Kick in the Seat of the Pants by Roger von Oech, I learned that I have a very strong creative process which I want to use on a regular basis. Using the Meyers-Briggs type indicator test allowed me to understand why these large projects were positive learning experiences by allowing me to examine my own personality. I am a social extrovert so the typical textbook classroom environment did not allow me the opportunity to actively learn. I like big

(*See Appendix located on page 7 for specific definitions of each learning situation.)

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projects because I have intuitive perception (I am imaginative, creative, and focus on the "big" picture.) These projects allowed me the opportunity to use my imagination and personal

understanding in order to construct learning. The big projects also worked well for me because I am a J--judgment (I prefer schedules, to-do lists, take deadlines seriously, and am goal-oriented.). The teacher did give me a deadline for the project which was necessary in order for the project to be completed.

Because I am an F--feeling judgment--I need to be motivated and given personal encouragement in order to achieve. I have only taken two textbook classes from this University which fulfilled this need. One of these classes was Choral Conducting. In this class, the professor was a motivator and provided encouragement. The assignments were varied so I never became bored with the same structure. My professor expected nothing less than the best quality work--this expectation became a primary motivator and proves Harri-Augstein's suggestion that positive feedback consists of moving beyond the expectation (H-A, 1985, p. 78). The professor did not expect merely satisfactory completion of the assignment; rather, he wanted and expected 110 percent of our ability to produce quality. This high expectation allowed for me to take pride in the work I was completing. This professor also incorporated large projects with little structure which became highly effective learning opportunities for me.

Choral Conducting was also successful at fulfilling my needs because the teacher established learning conversations and highly encouraged self-organized learning through his perfectionistic expectations. Learning conversations were established as the professor would explain a theory then provide outside work for us to practice and experience this theory or concept. However, homework from Music History and Music Theory was simply a regurgitation of material rather than an opportunity to practice and construct personal meaning.

Time spent in choral ensembles such as Cantoria have been very positive learning situations for me. Although the class is highly structured, the teacher varies the learning environment and situations daily. We never do the same thing twice which makes learning very interesting, creative, and imaginative. Once again, the professor expects nothing less than perfection from the ensemble. We have two choices: (1) meet these expectations, or (2) leave the ensemble. These high expectations are a primary motivator for me to learn and achieve.

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Cantoria is a prime example of a learning conversation. The choral director guides the ensemble and the ensemble is allowed to experience the learning. Although the director does not take time to understand each individual's learning style, he varies the activity so much that everyone will be able to encounter an effective learning situation. This class stresses individual responsibility but also stresses the importance of not disappointing the rest of the ensemble. This encourages each member of the class to be an effective learner 100 percent of the time.

Harri-Augstein suggests that it may be useful to intentionally make mistakes so we can learn their causes (H-A, 1985, p. 77). Cantoria successfully employs this technique. If the class does something incorrectly, the teacher asks a portion of the class to do it incorrectly again. The rest of the class analyzes the situation and provides a solution for the problem. Not only does this emphasize higher-ordered thinking, but it also stresses self-organized learning (I decide what and how I want to learn.) and learning conversations (the interaction with my peers, my teacher, and myself). This technique is advantageous for me as a future teacher because it offers me an opportunity to use my problem-solving techniques in everyday experiences.

Cantoria allows me to learn and construct personal meaning from every single rehearsal. The Repertory Grid allowed me to see why this learning environment was so effective. Harri-Augstein says that learners must create personal meaning in order for a learning situation to be effective. In order to create this personal meaning, the learner must first establish constructs (categories) to interpret personal experiences then these experiences must be given personal significance, relevance, and viability (H-A, 1985, p. 28). The constructs I use to interpret personal experiences are structure (ability to be creative), control, and responsibility. Generally, my academic activities are structured and non-academic activities are not structured. I learn best from open-structured activities. If I am given the opportunity to be creative and use my intuitive perception, any situation can be effective as long as I am motivated and encouraged. My second construct, control, is based on whether I am in control or whether someone else is in control. I can effectively learn from either situation as long as I am allowed to interact with others--thus fulfilling my extrovert. My final construct is formed on responsibility--the responsibility for myself and the responsibility for others. In order for a learning situation to be effective, I must have some sort of responsibility. (Although Music Theory and Music History gave me responsibility, it allowed me few opportunities to be creative and little motivation; therefore, I was not able to construct personal meaning.)

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The learning situation I encounter in private voice lessons has been very effective for me. Voice lessons are a 1-on-1 learning conversation which require self-organized learning. Because the ratio is 1:1, my vocal coach structures each lesson based on my personal learning style. She then teaches a theory or concept and I am expected to practice outside of my lesson for ten hours a week. This practice allows me to experience the theory or concept and each week I come back to my lesson to see if I have successfully learned the task. Of course, learning in a voice lesson is not only determined by practice of the theory or concept but also physiological development such as strength of the vocal chords, growth, breath support, etc. In order to keep me from becoming frustrated by an inability to learn based on physiological development, the vocal coach teaches several concepts at a time. For instance, we may be working on my high range, but at the same time we are trying to improve my breath support and tone. If my muscles are not strong enough to support the high notes, no amount of work is going to make it better; it is all a matter of physiological development. However, by working on my breath support and control, I do not become frustrated by my inability to improve my high range. All of these concepts overlap and reinforce other things I am learning. This is the true idea of a learning conversation: experience gives meaning to theory and theory gives meaning to experience. For this reason, voice lessons have been an extremely positive learning situation for me.

My vocal coach also provides encouragement and motivation. She allows me to be creative by letting me pick my own repertoire. Often, she will make a mistake and have me correct it, or I listen to my own tape (recorded during the lesson) and make corrections. This encourages self-organized learning, higher-ordered thinking, and problem solving--all three of which I will need in order to teach. A voice lesson is a very personal learning experience. Although it does not fulfill my extrovert (desire to be social) or judgment (desire to have deadlines), it does emphasize my intuitive perception (desire to deal with the "big" picture) and feeling judgment (desire for encouragement and support). Voice lessons give me personal responsibility and loose structure.

This learning situation is very unique because of it's relationship to my construct of control. Although the teacher is essentially in control because she teaches the theory and concept in the lesson, I am in control during my ten hours of practice during the week. This may seem like any other learning environment where the professor teaches the class and the student is in control of

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doing his or her homework, but voice lessons are extremely different. During my private practice

time, I am in control of more than practicing the theories and concepts taught during my lesson; I

also create new concepts and ideas based on my experiences. I then take these new concepts to my vocal coach and she teaches my next lesson according to my past achievement. Basically, I have a learning conversation with myself during practice and with my teacher during my lesson.

Teaching choir is the culmination of all three above learning styles. In this situation, I am in complete control. My motivation and encouragement is created by the people I work with rather than someone who is teaching me. My personal motivation also stems from the opportunity I have to motivate others. I am allowed to be creative which emphasizes my intuitive perception. Also, my knowledge of other learning styles allows me to use my imagination to create different learning situations which will be effective for each individual learner. My judgment learning style is utilized because I create the deadlines; I have the control which means that I have the responsibility. Working with so many different people fulfills extroversion.

Teaching choir gives me an opportunity to apply the knowledge and all three different learning environments I have encountered. First, teaching choir is the experience I use to apply personal meaning to my textbook classes. Second, it gives me the opportunity to imitate my choir director and discover new techniques and ideas. Third, being a choir director allows me to use my knowledge and experience from voice lessons. I become the teacher who is giving other people voice lessons. For these reasons and the opportunities to motivate, be encouraged, be creative, be responsible, judge, be an extrovert, create structure, be in control, participate in self-organized learning, problem solving, and learning conversations, teaching choir has been the ultimate learning experience for me.

Although teaching choir has been a great learning experience for me, it has also been a positive learning situation for others. I teach my students how to create personal meaning, be self-organized learners, and problem-solvers through learning conversations. These conversations give me the opportunity to learn their individual learning styles and incorporate them into the rehearsals. Teaching choir has helped me learn and helped me to learn how to learn. Moreover, it has given me the experience to create personal meaning and the opportunity to be an exceptional teacher in the future.

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Traditional textbook clasroom learning is structured according to a textbook and primarily focuses on lectures. The professor does not try to discover the learning style of each individual student to increase the student's ability to learn; rather, he or she is only concerned with transmitting knowledge. There is little opportunity for the students to experience what they are learning in order to create personal meaning. Also, the teacher does not consider it his or her responsibility to motivate the student to learn; rather, the professor believes that the student must be personally motivated to succeed.

Structured experiential group learning with group responsibility shall be referred to as Cantoria. The professor or choral director structures the class based on the needs and learning style of the ensemble as a whole--he or she does not pay attention to the personal learning style of each individual student. Each person in the ensemble has a personal responsibility to make positive contributions to the group. (Although the student must make a personal decision to learn, he or she feels obligated to learn so as to not "pull down" the efforts of the ensemble; thus, it is more of a group responsibility rather than a personal responsibility.) This learning situation is experiential because each person in the ensemble has the opportunity to personally experience the learning process by singing or listening. The choral director motivates and encourages the entire ensemble.

Structured experiential learning with personal responsibility will be called voice lessons. Here, the instructor or vocal coach structures the learning according to the needs and learning style of the individual. However, it is the student's responsibility to experience and create personal meaning from the lesson. The teacher does not require the student to learn; rather, it is the student's responsibility to create personal meaning from his or her experiences.

Experiential group learning in which I create the learning situation will be labeled "teaching choir." Teaching a choir requires me to organize rehearsals, establish deadlines, be creative, make decisions, give voice lessons, direct a choir, motivate and encourage, be responsible, be an extrovert, be in control, and create structure. It also gives me the opportunity to learn the learning styles of individuals, participate in learning conversations, and encourage self-organized learning.