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Individualized Learning in a Modular Schedule

projected a positive attitude, presented no discipline problems, and were motivated to choose worthy projects. It was evident from informal questioning that new musical knowledge and understandings were being acquired. Seventynine percent stated they had learned new things about music from watching, hearing, and discussing other students' projects. A discussion of each project was an integral part of the learning process in several ways. First, the student had to be able to explain and defend his work. Second, class members were expected to contribute to the discussions by asking questions or supplying additional information. Usually project discussions stimulated other related projects. A prototype of this learning situation could be possible in any school. Several matters should be considered, however, before such a program is begun. First, suitable facilities must be available for individual work. This would include tape recorders (twoand four-track, and cassettes), phonographs, various instruments (guitar, recorder, Autoharp, and piano), a variety of recordings, and basic resource books. Second, the IMC needs to be equipped to accommodate a number of students for listening, viewing films, and researching. Third, the attitude of the school faculty and administration must be amenable to a situation in which students are encouraged to pursue individual and small group efforts in music. And fourth, the general music teacher should be ready to step aside from an authoritarian role to become a resource person and guide. A twoor three-year program can be established to prepare students to assume responsibility for individual projects. During the first year, the teacher might stimulate projects by small groups or individuals within the confines of the present class situation. Perhaps the eighth grade should be granted more license in the choice of projects. In the second year the teacher might move more definitely toward studentdirected studies as part of the usual classroom situation. The former seventh graders will then have had some experience with the process and should be able to assume more responsibility on their own. By the third year a pattern should be well established that indicates to both faculty and students that the general music class in the eighth grade is mainly project centered, and that the seventh grade stimulates individual and group projects within a more traditional general music class. Students have been hypnotized through the years by the repetitiveness of music classes, and as a result they have not been motivated to want to learn more about music. A different approach to music must be taken in order to motivate students to seek relevancy of music in their lives. Perhaps a relatively uncomplicated, positive teaching technique such as the inquiry approach can provide the flexibility and freedom needed to revitalize the general music class and to stimulate learning about music in the middle or junior high school.A