PIXEL is the pen name of composer and educator Evan Combs. This playfully academic newsletter offers a behind-the-scenes look at designing and shaping learning experiences and culture. Supported by practical insights and actionable strategies, it’s perfect for teachers, leaders, and anyone curious about the art and science of learning through the lens of music.
The Last Note Isn’t the Finish Line 🎶
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Hey everyone, ⚠️ Warning: This issue leans heavily into music education. BUT, I promise the learning design underneath applies to any educational experience. ⚠️ Musical performances go like this:
All that pressure makes sense. Performances, final exams, capstone projects, presentations… they all become elevated as these massive summative moments where learners feel like they must prove EVERYTHING at once. So, this issue is NOT about getting rid of summative evaluation, but instead, celebrating and surfacing the 98% of iterative learning before it. What does Iterative actually mean…? It comes from the Latin word iterare, “to repeat”. Which feels painfully accurate whenever I say, “Guys, one more time!” in a rehearsal. But in engineering, architecture, product design, and even scientific research, the goal of “iterative design” is: Each cycle should produce new information. It's is baked into your music rehearsal already… ||: Attempt > Feedback > Adjust > Retry :|| - YOU provide new information iteratively. “Ok, what’s the punch line?” - You say to yourself The issue is that learners often only emotionally remember that final performance. And if we reinforce THAT, students start believing:
How are YOU making the iterative process of learning more meaningful to your students and community than the final performance? Strategy Section (“Strategy, already?” - You say) 1. Celebrate the journey publicly 📷 Most communities only see the concert, trophy, final scores. BUT, what if they saw the process too? When was the last time you shared a video of your students sight reading new music they will perform in 2 months? Then, that same music after a few rehearsals… And finally, a teaser to come to the concert for that final snapshot of growth?!?! 2. Reward Frequently 🏅 Earlier this year, my son’s 3rd grade teacher sent home a completely random note that basically said: That note hit way harder than, “Your son increased 15% on his reading comprehension scores.” You can do the same thing in your classroom by recognizing:
3. Promote Process Ownership 💪 If students only rely on you to identify problems and solutions, iteration stays teacher-centered. When learners begin owning the process, everything changes. Can your students:
With support and structure, more students can do this than we often assume. And when they can? It builds:
Check out my previous issue on classroom culture if you want to go deeper into this idea 👀 And an imperfect performance does not automatically equal failure. (read those 2 lines a few more times for me, pleeeeaaassee) Updates From the Music Room Highlighting some recently published band and string orchestra works. Inspired by abstract expressionism and the energy of Jackson Pollock-style drip painting. Lots of color, texture, and motion packed into an approachable young string work. 🚢 Arctic Expedition (Grade 1 Band) An award-winning beginner band piece with a flex arrangement. Your Thoughts What are some strategies you use to share your learning process as a performance ensemble with your community? Get Inspired, |
PIXEL
PIXEL is the pen name of composer and educator Evan Combs. This playfully academic newsletter offers a behind-the-scenes look at designing and shaping learning experiences and culture. Supported by practical insights and actionable strategies, it’s perfect for teachers, leaders, and anyone curious about the art and science of learning through the lens of music.
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