Allsup and Baxter on Questions

​Allsup, R. E., & Baxter, M. (2006). Talking about music: Better questions? Better discussions! Music Educators Journal, 91(2), 29-33.

In this chapter by Allssup and Baxter, the authors the use of several different questions and their role in engaging students in discussions during class. 
Open questions are the most vague questions. These are the most general and can generate the most vague answers from students. Usually teachers will ask these questions before going more in depth. Some examples of this can include: 
- What did you like about the song and moves?
- What is this song about?
guided questions are more targeted. They are usually given to elicit a specific response from students. They can also be geared towards what teachers want students to learn.  Some examples of this can include: 
-How did the moves we did change with the music?
- How do the lyrics correspond to the music?
Closed questions are ones that only produce one single answer. Some examples of this can include: 
- how many counts were most of the phrases?
- Can you give the beat of this song?
analytical questions have to do with the elements of music. Some examples of this can include: 
- How do the coordinated moves change with the lyrics of the music? 
judicial questions help students react to the music. These questions ask more about how students feel rather than specific questions about phrasing. Some examples of this can include: 
-What did you like most about this song? What do you feel when you listen to this song?
Creative questions use all the other types of questions and what students learn from that discussion, and allow them the opportunity to put it in context.Some examples of this can include: 
- What moves could we use in the chorus of this song to display the lyrics?
Using questions in the class can be helpful to guide students to the answer instead of just teaching concepts and lessons directly. It can also get students to learn how to think critically on their own about participate in discussions and go deeper than just whether or not they liked the music. However, one problem with questions can be more difficult than just giving instruction. It can take up more time, and some students can take longer to grasp concepts than others. While using questions in class can take more time, it is a valuable tool to use to get students to start thinking critically. 
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