Exemplary Digital Portfolios

It’s that time again! MIE @ NEC students are working on their digital portfolios and I post links to recent exemplary ones.

All links here have been cleared with their respective authors for public sharing.

School Project Portfolios

Internship Portfolios

Seminar Portfolios

Cumulative Portfolios

MIE Portfolio Showcase: Multiple Personae and the Artist-Teacher-Scholar

NewsBlog Editor’s Note: This post is the first of a series in which MIE Concentration students have volunteered to share excerpts of their emergent MIE course portfolios. Graduate student Bianca Garcia has graciously volunteered to be our first portfolio example.

This blog is a sneak peek of my MIE511 Portfolio entitled, “Multiple Personas”.  In my portfolio I will attempt to define the concept of a “Persona”, describe my own personas as an artist, private teacher, and outreach performer, as well as answering the main inquiry I had throughout my time in the MIE Graduate Seminar with Professor Larry Scripp. 

The first chapter of my portfolio will feature my mission statement. It also will feature two inquiries: What is a “Persona”? & How does one best divide time between teacher and student activity in performance outreach?  Furthermore, the first chapter will highlight excerpts of my answers to Prof. Scripp’s “Persona Questionnaire.” 

The second chapter will give a perspective of my persona as a private flute teacher.  Towards the end of the MIE511 Graduate Seminar I obtained a new flute student, which gave me a chance to create a new persona as an Artist-Teacher-Scholar.  The role of the “Scholar” had been revealed to me by an in-class portfolio exhibit by Laura Umbro.  The concept of documentation in private lessons was impressed upon my mind and as a result, I formulated a “Lesson and Practice Notes” guide that would provide documentation of student progress, as well as foster the student’s own persona as an artist-scholar.  It also implements the Learning Through Music (LTM) Five Fundamental Processes that are intrinsic to fully engaged learning in music.  Another reason for my creation of the aforementioned guide was because my philosophy on private lessons had been stimulated by words of Mihalyi Csikszentmihalyi.  Below is part of a Double Entry I had written (with Csikszentmihalyi’s quotes on the right and my words on the left).


Quotes: Comments:
“…if an organism learns to find a positive experience in doing something that stretches its ability…you’re likely to learn new things, to become better at what you’re doing, to invent new things, to discover new things.” This quote describes the quintessential pedagogy—one that stretches a student’s ability through positive experience.  This positive working energy spawns other excess work, such as learning more than is required, becoming better than required, inventing new ways to overcome obstacles and discovering on their own, outside of lessons.
“When you begin to enjoy things that go beyond survival, then there’s more of a chance to transform yourself and to evolve.” Enjoying things that go beyond survival- in terms of a music student’s survival means avoiding being thrown out of a teacher’s studio.  Instead, if a student gets beyond survival and starts evolving and can hear their playing transform—then they’ll be enjoying themselves!

Finally, my portfolio will feature my persona as an outreach performer.  Again material from my Persona Questionnaire will be displayed, this time including real-life experiences from my many years of performance outreach.  It also will feature a special chart I made that covers outreach performances from 2002 until this year and shows the ratio of performer versus audience activity in each outreach and documents a steady direction I have taken in dividing activity between the two.  The creation of this chart was made in response to my main inquiry and with inspiration from various articles recommended by Prof. Scripp and colleagues in my MIE511 class.  Among these articles was “Crossing Boundaries” by Gail Burnaford in which she describes Music-In-Education as “entrepreneurship”.  According to this simile, Music-In-Education would then require creativity, pioneering, and fulfilling needs.  I believe this description would find a parallel in the Artist-Teacher-Scholar framework as fulfilling needs definitely aligns with the persona of an artist, creativity with a teacher, and pioneering with a scholar.  Another article I read from class suggestion was “The Teaching Artist and the Artistry of Teaching” by Eric Booth.  In this article, Booth quotes an old adage: “80% of teaching is who you are”.  This quote struck me and caused me to reflect on my former collaboration with the From the Top radio show.  I started an internship with the From the Top radio show’s Education department at the beginning of Spring Semester; however, I had formerly been a From the Top “cultural leader” as a teen flutist.  Something about the experience had felt really powerful and meaningful.  I was not a certified educator and had never taught a class, but children in schools that I had visited enthusiastically received my performance- wanting to hear more than I had prepared, wrote letters to me that looked up to me as a person, and expressed their desires to start playing my instrument.  Later, I learned From the Top’s mission through their education program—“we provide a platform for young artists to present themselves, share their passion, and develop into inspirational peer models.”  These aspects of teaching shine through outreach performance.  They both also relate to one’s persona as an outreach performer.  Musicians in any educational setting are role models, as teachers or visitors, and children are imitators and balls of energy; therefore, we must be at the peak of our behavior and musicianship while presenting for them and our presentations must involve them.

To find my “Practice and Lesson Notes” guide, its basis in the LTM framework, and the Ratio of Student/Teacher Activity chart, look at the attachments below.

  • Lesson & Practice Notes Guide [DOC]
  • LTM Five Processes in “Lesson & Practice Notes” Guide [DOC]
  • Chart of Outreach Activity Ratio [DOC]

    -Bianca Garcia

    Bianca Garcia is a graduate flute performance major. An alumna of the Curtis Institute of Music and NPR’s “From The Top” radio program, Bianca has long been involved with performance outreach and is finishing her first year in New England Conservatory’s Music-In-Education Concentration program.

  • MIE Portfolio Showcase: A Piano Pedagogy Internship Portfolio

    Laura Umbro’s portfolio exhibits are excerpts from her Music-in-Education Cumulative Portfolio required for earning the MIE Concentration from New England Conservatory as a Performance major. Her portfolio was given exemplary portfolio status because of its thorough documenation of her work and its relevance to the National Board of Professional Teaching Standards of portfolio content coded into NEC’s digital portfolio assessment system.

    These portfolio excerpts will be published in the upcoming issue of the Journal for Music-In-Education, and are being featured here in our first installment of the MIE Portfolio Showcase.

    –Randy Wong,
    MIE Program Coordinator

  • Download this MIE Portfolio Showcase exhibit (PDF file, 744 Kb)