Dr. Hammel- Winding it Back

This post is here to provide some reflection and summary of Dr. Hammel's Winding it back ideas.

Hammel, A. M., Hickox, R. A., & Hourigan, R. A. (2016). Winding it back: A framework for inclusive music education. In A. M. Hammel, R. A. Hickox, & R. M. Hourigan (Eds.), Winding It back: Teaching to individual differences in music classroom and ensemble settings. New York: Oxford University.

Winding it back- is to "adjust the expectations and skill level requirements to an earlier observable competency in a learning sequence."  This means in terms of scaffolding a lesson plan, to take it back a step to where the students understand or are comfortable with a skill level.  It might mean when teaching a major scale, if 6 notes is too much, to wind it back to5 or 4 notes. How can winding it back be used in musical elements such as phrasing or shape?

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Harvey, S. A., & Stringham, D. A. (2016). Moving, chanting, and singing for all students. In A. M. Hammel, R. Y. Hickox, & R. M. Hourigan (Eds.), Winding it back: Teaching to individual differences in music classroom & ensemble settings (pp.269-307). New York: Oxford University Press. 

Winding it forward is a=t basic principle of progression with scaffolding. Instead of just playing 4 or 5 notes of a major scale, adding 6 or 7 total to challenge the student and allow them to grow.  Something that is important to note about winding it forward is to allow students to wrestle at first instead of immediately winding it back. When allowing students to work towards a goal, where do you draw the line with allowing them to struggle?