REIMAGINE TALENT DEVELOPMENT

Engaging Students for Lasting Understanding
“Tell me and I forget, teach me and I remember, involve me and I learn,”

“Not hearing is not as good as hearing, hearing is not as good as seeing, seeing is not as good as knowing, knowing is not as good as acting; true learning continues until it is put into action.”

This quote captures the roots of active learning. When I think back to my personal growth, the lessons I’ve carried with me are the life lessons. The lived experiences, the ones that have carved a deep groove in my understanding, that impact behaviour. Sadly not many were learned through formal education. The main thing I learned from formal education was how to survive the social construct we find ourselves in. This also falls into the category of experience.

I remember my dad would always say “Basil, if you don’t hear you must feel”, our platform of lasting wisdom. You can tell the child not to touch the fire, explain what fire is and how it will feel. You can show them a burn, you can even show them the scar left behind. But when they touch the fire, feel the heat, that experience they carry with them for life. That experience will inform their decision making process if they are by fire again.

Q. How do we carry experience into our learning?

Q. Is telling the best method to bring about understanding?

Q. Does experience trump showing?

The Classroom Cypher

I use a method I like to call the ‘The Classroom Cypher’, in rap cyphers during the eighties we would stand in a circle and each person would jump in on the freestyle after the next one was finished, everybody contributed, no spectators. It means everyone in the circle is part of the experience. You don’t just show up you come to be part of something and make a difference.

  Tell me and I forget

Research shows that passive learning, where information is simply conveyed to students, often results in a weak understanding and limited retention. While experiencing the process encourages a deeper processing of information, leading to enhanced memory retention. For instance, a study conducted by Freeman et al. (2014) found that students in active learning environments outperformed those in traditional lecture-based settings across various disciplines.

Some systems rely heavily on lecture-based teaching or repetition, rather than incorporating more active and collaborative learning methods that better reflect current studies on how people learn.

The Flipped Classroom Model

The flipped classroom model reverses the traditional approach to learning by introducing students to course materials before class, typically through pre-recorded lectures or readings. Class time is then devoted to active engagement activities such as discussions, problem-solving, and collaborative projects. Research by Lage et al. (2000) demonstrated that this approach not only improves student understanding but also fosters higher retention rates compared to traditional lecture-based instruction.

 I want to facilitate understanding

Merely being taught information does not guarantee comprehension. However, actively engaging students in the learning process fosters a deeper understanding of concepts and principles. By encouraging students to grapple with the material through discussions, hands-on activities, and peer teaching, educators can promote meaningful learning experiences.

Project-Based Learning

Project-based learning immerses students in real-world scenarios where they must apply their knowledge to solve authentic problems. For instance, a study by Thomas (2000) showcased how students engaged in projects demonstrated better comprehension of complex concepts and developed critical thinking skills compared to those in traditional instructional settings. By actively participating in the project development process, students not only acquire knowledge but also internalise it within a contextually relevant framework.

We want skills beyond memory

We want learning that goes beyond memorisation, that emphasises the development of critical thinking, problem-solving, and communication skills. By involving students in collaborative activities, debates, and simulations, we equip them with the tools necessary for success in an ever-evolving music industry.

Socratic Seminars

Socratic seminars promote active engagement through dialogue-based discussions where students explore complex topics, challenge assumptions, and defend their viewpoints. Research by The Paideia Group (1988) demonstrated that participation in Socratic seminars not only improved students’ comprehension of texts but also enhanced their ability to analyse, synthesise, and articulate ideas effectively. By actively engaging in dialogue and debate, students hone essential skills vital for academic and professional success.

 “Tell me and I forget, teach me and I remember, involve me and I learn,” serves as a guiding principle for those of us seeking to enhance student learning outcomes. Through active engagement strategies such as the flipped classroom model, project-based learning, and Socratic seminars, I have seen a deeper retention, comprehension, and skill development within music artists and industry professionals. By embracing the power of active learning, we empower students to become lifelong learners equipped to thrive in an ever-changing world.

The education system as we know it is only about 200 years old. Prior to that, the elites tended to be the only ones who received formal education.

Education has historically aided people and countries achieve a degree of growth and wealth, and a semblance of independence, but the current educational system is beginning to show its age. Because it was created at a time when industries needed workers with a somewhat stable set of skills and knowledge, it is becoming less relevant in a period of innovation and rapid change, where flexibility and learning agility are most needed.

Q. Is the rate of change in technology comparable to the lack of change within the educational approach?

I heard a great saying ‘If the rate of change outside your business is growing faster than in your business, then you are in decline’.

Q. If I showed you a classroom from the 1920’s and one from today what differences would you see?

Q. If I showed you technology from the 1920’s and technology today what differences would you see?

 Systems can be slow to change, in part because of resistance from the many participants. Teachers and administrators may be reluctant to try new methods or technologies, feel threatened, gatekeep, and may push back against changes they view as threatening traditional values or norms. Education systems may also be hampered by outdated teaching methods.

 

What this model looks like for music artists and industry professionals

FINDING THE MUSIC INSIDE – recognises that success in the music industry goes beyond technical skill. It’s about unlocking the potential within, nurturing a resilient mindset, and fostering a deep connection to your art.

 THE DILEMMA

What happens when you don’t see the results you anticipated, or your pathway to success is taking longer than you expected, some lose momentum and belief, while others find opportunity and thrive. What is the difference? Successful music creators & industry professionals don’t rise above the challenges alone.  In a world saturated with music, standing out as an authentic artist has become both a challenge and a necessity. The music industry is a vast landscape with countless creatives vying for attention. So, what does it take to be an authentic music artist and rise above the noise?

THE SOLUTION – REIMAGINE TALENT DEVELOPMENT

FINDING THE MUSIC INSIDE is a Development Consultancy where you acquire the skills to navigate your way through the complexities of a modern society and tackle personal challenges. Helping you stand out in a world filled with talent and make a meaningful contribution to music culture. I encourage all artists to take a look at themselves, their brand, strengths, weaknesses, opportunities and the things that interfere with their growth as an artist. I encourage them to critique themselves, to discover areas for developing and refining their brand. So, they can develop a strong and consistent image to enhance their marketing strategy, portfolio and product. This is achieved by devising and implementing a clear action plan for the future, which is a mainstay of the coaching philosophy.

WHAT MAKES THIS PROGRAM DIFFERENT

Feelings follow thoughts, so the way an artist thinks is fundamental to the success they achieve. I encourage all artists to take a look at themselves, their brand, strengths, weaknesses, opportunities and the things that interfere with their growth as an artist.

I encourage them to critique themselves, to discover areas for developing and refining their brand. So, they can develop a strong and consistent image to enhance their marketing strategy, portfolio and product. This is achieved by devising and implementing a clear action plan for the future, which is a mainstay of the coaching philosophy. This is all achieved as a collective and also builds collaborative approach that enhances the local music landscape and breaks barriers that are cultural and genre specific

WHAT I DO

I guide artists in discovering their creative identity, instilling the confidence needed to embrace authenticity. Create music that resonates with their true selves, connecting their audience through the power of their music. It focuses on the inner aspects of performance, the mental and emotional states that often determine an artist’s success. Feelings follow thoughts, so the way an artist thinks is fundamental to the success they achieve. This approach recognises that an artist’s mindset, self-belief, and ability to manage stress can be just as critical as their technical ability. It is structured on the belief that to achieve any goal or to deal with any issue an individual needs to go through introspection to create self-awareness to determine what our best looks like, and what will motivate us to achieve it. By providing an appropriate level of challenge, you can dismantle unhelpful belief structures, reducing the risk of self-sabotage.

In developing this program, I listened to feedback from my past and existing clients to understand the obstacles and blockages that they face in their music journey, and I have incorporated solutions to as many of these as possible into the program.

WHY IT MATTERS

This may be one of the most difficult times to establish a successful music career. There are no shortcuts or quick fixes. The market is oversaturated making it difficult for artists to stand out. 90% of artists fail, as success is not down to talent alone there are other factors that determine the outcome.

 OUTCOMES:
  • This program reimagines talent development and has proved successful to music artists and music industry professionals.
  • Participants will upscale their music industry mindset, demonstrated through a refined understanding of their unique artistic expression.
  • Participants will display a deeper connection with their audience and create more meaningful artistic content.
  • Develop increased resilience helping them take control of their musical journey, alleviating the issue of talented creatives giving up.

These outcomes collectively contribute to a well-rounded and empowered music creative, prepared to navigate the industry with skill, resilience, and a sense of purpose.

ENGAGEMENT
  • Provide clear communication about the program structure, expectations, and the benefits participants will gain.
  • The program is interactive and engaging, consisting of group activities, and discussion-based learning.
  • I will establish regular check-ins and progress updates. This could be through discussion forums (WhatsApp groups), personalised feedback to maintain a sense of accountability.
  • This program encourages peer collaboration and networking. Connecting participants with each other creating a supportive community.
  • Recognise the different learning styles and paces. Provide flexibility in the learning pathway to accommodate diverse schedules and preferences.
MY COMMITMENT TO MUSIC INDUSTRY ORGANISATIONS
  • I provide sessions geared towards artists through each development phase from aspiring – emerging – established – elite.
  • I provide a clear methodology of how I work as I deliver professional and responsible sessions.
  • I provide feedback of any challenges related to the specific talent I am working with and offer recommendations for continued development.
Don’t settle for being just another music creative, be the exception!

 

Basil Reynolds

Coaching Consultant

Finding the Music Inside