This processfolio project is a culmination of my graduate studies at UO. A processfolio is
a process-centered portfolio that “demonstrate synthesis of the multiple facets” (Silveira,
Beauregard, & Bull, 2017, p. 18) of learning. It allows me to reflect on my growth and journey as a graduate student in music education. Additionally, it motivated me and will continue to
motivate me to “take charge of my own learning” (Paulson, Paulson, & Meyer, 1991, p. 61).
The following core question guided my thought process: How has this master's program
enhanced or altered my perceptions and approaches toward music teaching and learning?
Reflecting on this question led me to consider the three components of teaching and the
relationships between them: student-educator, educator-materials, and materials-student. It
allowed me to think about the how, what, and why of music teaching and learning. As I explore
the three components and their relationships, I provide artifacts to support these relationships,
followed by knowledge transfers from the classroom to my teachings.
