Authentic Learning: What it is, and 5 things you NEED to know
📸 by @ gabirankinecreative
One of the key tenets of Gig Based Learning is the Authentic Learning instructional approach. We take our interpretation from Lombardi’s (2007) definition which states that Authentic Learning involves active learning reflective of “real-world” practice. So, we aim to create learning opportunities that are found in everyday life. We call them “gigs'“.
Digging deeper, Rule’s (2006) qualitative analysis of 45 journal articles across various disciplines identified four components of authentic learning:
1) the activity is reflective of the real-world and mimics the work of the discipline with the end presentation to an audience outside of the classroom,
2) there is space for inquiry-based learning, critical thinking, and metacognition,
3) students collaborate with each other and engage in discourse as a community of learners,
and 4) students see the direct relevance to their own learning as they are allowed to choose project work.
So, there’s some theoretical background, but let’s take a look at some practical strategies to incorporate Authentic Learning into the music classroom.
Here are 5 things that have helped us incorporate Authentic Learning in our Gig Based Learning approach.
(re)Read Your Syllabus
Sounds like a party right!? Well, we do this regularly and it’s some of the best reading out there. In fact Authentic Learning is smack bang in the middle of our NSW Music Syllabi.
“...work together with others and engage in activity that reflects the real world practice of performers, composers and audiences.” (Music 1p.6)
When students are given an isolated task without context you will hear them say “What’s the point of this anyway?” or “I’m not going to use this in the future” or “I’m going to drop this subject next semester.” At which point our blood pressure starts to rise and we find it hard to stay calm.
So, when we design gigs (aka authentic learning experiences) for students, we brainstorm the real world experiences of musicians. For example, what kinds of “gigs” are there for musicians in our community? How and where do performers perform? How and where do composers write, record, and release original compositions, arrangements, etc? How and where do audiences listen/participate in, analyse, research, reflect, and share on/in live and recorded music? How and where do technicians facilitate/participate in the music(k)ing being carried out?
We’ve found that when we create learning experiences based on “opportunities that are found in everyday life”, students can become emotional stakeholders as their learning changes from an “exercise” to something they can buy into.
Avoid One-Off Tasks
We work hard to avoid lessons that look like one-off tasks that the students won’t use into the future. When your lessons look like short term tasks like this
it’s hard to situate it in real-world practice.
That’s why we stick with the simple approach of creating gigs for students to complete. These gigs are longer than one lesson. In fact they are minimum 2-weeks and most often 4-weeks long. For example, instead of a one off “create an 8-bar melody” activity, we created a record label where students could publish their original works. Students still composed 8-bar melodies but now they formed a part of full works that were rehearsed, recorded, mixed, mastered and distributed like a real artist would. Here are two examples of our students work:
It doesn’t have to be this extensive though. Putting on regular performances or getting student to create a their own Soundcloud account where students can upload and listen to each others compositions are simple ways to create real world opportunities.
Make Groups
Collaboration is one of the most used words in education. It’s in keynotes, principals’ speeches, viral YouTube videos, and that pesky staff member who is hip and up with the latest trends in education. We know that collaboration is a key skill for life and work in the 21st century.
So how do we facilitate collaboration in authentic music learning contexts?
We create bands (groups). Putting students into bands forces students to talk to people that they normally wouldn’t socialise with. By giving the band a gig it provides a common experience that they are able to engage with. Students are way more likely to collaborate if given something to do they are passionate about. For example, we created a weekly lunchtime concert so that students would have the opportunity to regularly perform and collaborate with different people.
Build Empathy
If you create authentic learning opportunities, you can build empathy over time.
As students are working towards the end product, they will often come up against challenges. We like to have regular meetings with band leaders, as well as facilitate meetings within each band so that they have the opportunity to hear from each member. As students realise that overcoming these challenges requires grit, they begin to understand what it takes to perform, compose, analyse and research music to a high level. This allows them to empathise with people that do it well in their own classroom but also the wider world.
We’ve had the best discussions with some students and regularly see their lives changed through doing music.
A great tool to keep track of bands and gigs is our good friend Google Sheets. We created our own “Run-Sheet” (see above) so that students could know which band they were in, what instrument they were playing, and where they were up to in each gig.
Use Authentic Assessment
When it comes to assessment time, instead of assessing one isolated component, assess all components of the real-world learning experience. We like to include a live audience and/or publish it online, or even get guest artists in to facilitate industry relevant experiences.
This is really effective if you can create an integrated assessment that comprises 2 or more components. For example, we might assess a performance (Performance), and a notated lead sheet of the arrangement (Composition), and a musical analysis of the piece (Aural), and research behind the original artist/style (Musicology).
This maintains the real-world experience without creating a contrived assessment. The assessment is backwards mapped from the gig. We’ve seen student engagement sky-rocket as they see the relevance to all components of the assessment and the development of their their musical and extra-musical skills.
That’s all folks
And that’s it! Five things about Authentic Learning that we have tried, tested, and incorporated into the Gig Based Learning approach. They’ve helped us to teach thousands of students efficiently and effectively without getting overwhelmed. Just remember, start at creating active learning experiences that are reflective of the real-world and then use these tips to make them more effective and relevant to your students.
