Kathryn S. Duarte earned a Bachelor of Music in Piano Performance from Appalachian State University and a Master of Music in Piano Performance from the University of Cincinnati, College-Conservatory of Music. She completed a Doctor of Musical Arts degree in Piano Performance and Pedagogy at the University of Oklahoma where her teachers included Dr. Jane Magrath, Dr. E. L. Lancaster, and Dr. Digby Bell. Competition awards include First Prize in the OMTA State Piano Competition, Graduate Division and the ASU Concerto-Aria Competition, and Prize Winner in Asheville's Young Artist Concerto Competition. Recent professional activities include adjudication of the Southwest Youth Music Festival and the California Association of Professional Music Teachers' District Three Festival, as well as a master class presentation at the invitation of the Diamond Bar Music Teachers' Branch of MTNA. In addition to fifteen years of experience as an independent teacher, Dr. Duarte has served on the faculties of the School for Creative and Performing Arts in Cincinnati and the Preparatory Department of Northern Kentucky University. In the spring of 2007 Dr. Duarte will assume the duties of Visiting Instructor of Piano Pedagogy in the Crane School of Music at the State University of New York at Potsdam.
Kathryn S. Duarte
3530 Faculty Lane
Interlochen, MI 49643
231.649.4213
kathryn_duarte@yahoo.com
Craig Vickio is a clinical psychologist and director of the Bowling Green State University Counseling Center. His presentation, Understanding the Millennial Student, identified the qualities and characteristics of millennial students, reviewed the apparent consequences through a listing of merits and drawbacks of these traits, and discussed the instructional implications for teachers.
Who belongs to the "millennial" generation?
Persons considered to be of the "millennial" generation were born approximately between 1982 and 2002. In his opening remarks Vickio offered a reflection of the differences between the life experiences of the "millennials" and those who were born thirty or more years ago. For instance, today's youth have no fear of nuclear war, no memory of the Iranian hostages, and know only one Germany. Furthermore, they have always had answering machines and cable but have not used typewriters, a rotary phone, a record player, or an eight-track player.
Vickio identified five fundamental characteristics of "millennial" students. These characteristics paint a picture of today's youth as being:
Used to Structure and Respectful of Authority
Today's youth have highly structured lives. Activities may include sports practices and games, choir rehearsals, piano lessons, etc. Parents lay out their children's schedules in minute detail and often know where they are at all times and with whom. Vickio took us on a trip down memory lane to demonstrate the contrast between life today and life in the fifties and sixties. In this earlier era, for example, there was a greater amount of free time and the primary restriction was that you be home in time for dinner.
The apparent consequences are that these students are receptive to guidance and mentorship but have minimal experience with self-advocacy and little need for self-initiative or forging their own path. They are compliant, obedient, and trust teachers and parents to make decisions on their behalf.
As teachers, we might make the most of this trait by building syllabi that clearly define the course aim, specify our rules, and detail our performance expectations. Our challenge is to prepare our students for real life where there is no specific guide. We need to help them to create their own structure and realize they must be flexible and able to create contingency plans. Vickio also encouraged us to embrace a broad definition of respectful that would not inhibit their critical thinking.
Sheltered/Protected
Nowadays parents, teachers, and mentors tend to act and make decisions for their charges. Being so sheltered sends the message that we cannot trust them to take care of themselves. It is a fact that suffering leads to active coping and growing. It is important that adults let them face life even when it hurts so that they may learn to cope and move forward.
The apparent consequences are that today's youth are inclined to feel valued but not empowered. They are not used to functioning autonomously and lack opportunities for developing problem-solving skills.
As teachers and mentors, we can cater to this trait by creating a classroom environment that feels like a safe haven. Be available to help our students with their problems but at the same time assist them in developing coping and problem-solving skills for themselves. Point out to them that if we play it too safe we end up as spectators rather than participants in life. Vickio noted that psychologists have found that most people feel regret for things they held themselves back from doing or missed opportunities rather than from things they had done.
Techno-savvy and used to instantaneous results
Their immersion in a large variety of technical devices has contributed to the ability of today's youth to multi-task. Vickio introduced a second trip down memory lane to recall that in the fifties, sixties, and seventies, the Wizard of Oz was broadcast on television once a year and that it was a highly anticipated event. Today, kids can watch a movie at any time. Additionally, they are used to the convenience of microwaves, computers, bank machines, cell phones, and more.
An apparent consequence is that today's youth are able to navigate in our technologically advanced world with ease but are used to immediate results and lack patience. A key aspect of coping involves patience and the ability to tolerate setbacks. Vickio reported seeing worrisome trends in college mental health and needs for immediate services that support this consequence. He offered as evidence a chart documenting the number of emergency contacts recorded over a four-year period from 2002 to 2006 at Bowling Green. The number rose from 350 to 600 during this brief span and every year set a new record. Twenty years ago, emergency coverage did not exist. Currently, there is a 24-hour call service that is often double-booked. This is telling and says something about the coping and problem-solving skills, or lack there-of, that today's youth possess.
Connected/Team-Oriented
This quality points to students being comfortable with collaboration and extending support and assistance to others. "Millennial" students tend to be civic-minded and community service oriented. They will also say that their parents are close friends. A third journey down memory lane recalled that in an earlier time there were few group projects and interaction with others usually applied to kids living nearby. What is more, it was typical to call parents only once a week. Today, group projects are the norm as are daily contact with all kinds of people, parents included.
The apparent consequences are that today-s youth are comfortable with collaboration, adept at establishing support networks, and are interested in helping others. As psychological findings have found that relationships with other people are a buffer to stress and give meaning to life, this is good news. Less positively, today-s youth are not used to flying solo and find interdependence much easier than independence.
We, as teachers, can appreciate and applaud their attitude of working together. However, we should also encourage and promote the attitude that it is okay to be by oneself. Challenge them to think individually.
Special/Confident in their Ability to Achieve
Today's youth and young adults receive an unprecedented amount of certificates, awards, and honors. In his fourth and final look back in time, Vickio described receiving one trophy as a small boy. Today, kids get awards for everything-more trophies than can fit on a mantel, in fact. They receive certificates simply for participating. The apparent consequences are that they believe in themselves and are optimistic about their chances of success but may be unrealistic in their expectations.
Research shows that people can accomplish great things when they believe in themselves. As teachers, we should assist students in understanding that success requires mistakes, setbacks sometimes occur, and there is room in the big picture for mistakes and setbacks to occur along the way. Remind them that success is a process, not a single act. For example, a single piano performance is not the measure of a pianist. Furthermore, it is easier to take risks when we can separate our self worth from the outcome of our individual acts.
Concluding remarks
Vickio encouraged us to appreciate the tremendous opportunity we have been given any time we step into a classroom. He concluded his presentation by describing five aspects of being a good teacher that he believes transcend generational differences.
A good teacher...
Vickio's parting wish was that we be the kind of teacher who feels privileged to be an influence in the lives of today's students.
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