Ever since I was an undergraduate, and that was thirty years ago, I've been steadfast in believing that moveable do was the only sensible way to teach sight singing. Fixed do confused me, and having the tonic on different syllables bothered me. In spite of this, I like to think of myself as open minded, … Continue reading Another Try at Fixed Do
Month: March 2014
Approaches to Music Listening
In a recent discussion on social media, a music teacher asked for suggestions of materials to use in the teaching of listening. While the replies were helpful and born of experience, the kinds of replies were even more interesting. Basically, the answers fell into one of three categories: materials to use with students who listen … Continue reading Approaches to Music Listening
It All Starts With Expectations: What Teachers Do
If there is one thing a teacher must do it is this: expect change. We teachers are in the business of bringing about changes in our students; changes in their behaviors, attitudes, and proficiencies. Daily, we know this to be true, but the slowness with which change often takes place can easily make it difficult … Continue reading It All Starts With Expectations: What Teachers Do
Teach Music to Thinkers, Not Jars
Our basic philosophy of teaching and learning has changed quite a bit in the last thirty years. I remember in the 1980s a social studies teacher had a sign on his classroom door on which was written “free knowledge, bring your own container.” This represented what then was the prevalent view of education. Students were … Continue reading Teach Music to Thinkers, Not Jars
Building Vocabulary in Music Class: A Common Core and Music Friendly Approach
When teachers build vocabulary, often the word is introduced alone, and in the context of a sentence or paragraph, so that the meaning can be inferred. Once the word meaning is known, the entire sentence in which it is located can be understood. Language communicates explicit meaning. Music, on the other hand does not mean … Continue reading Building Vocabulary in Music Class: A Common Core and Music Friendly Approach
Classroom Management for Music Teachers
A teacher successfully manages his or her classroom when students are willingly doing what they are supposed to be doing. Students are able to do this if at all times they know what they are supposed to be doing, and know how to do it. This demands that the teacher’s instructions be clear and specific. … Continue reading Classroom Management for Music Teachers
Much Appreciated
When I play classical music for young children they love it. They delight in its energy, in its ups and downs, in its quiet moments followed by sudden surges. It is notable that as they are enjoying the music, are unaware of what they are listening to, and they don’t know what an expositions or … Continue reading Much Appreciated
Popular Music in Music Education–A Perennial Debate
The question of using popular music in school and studio music programs seems to come up frequently. Although there are many arguments for and against, a few assumptions seem to arise from all of them. One assumption is that some genres of music are worth a student’s time, and others are not. The trouble with … Continue reading Popular Music in Music Education–A Perennial Debate
Everybody Now
Frequently I hear people my age talking about how much things have changed in our lifetime. These conversations inevitably arrive at a statement of how much better things were then than now. Of course, things weren’t as great then as we remember them. That’s what makes our memories nostalgic. There is one thing, though, that … Continue reading Everybody Now
Assessment in the General Music Class
There is no question in my mind that music is fun. It is fun to perform, fun to teach, fun to listen to, dance to, create, even fun to practice. It has been that way for me since my childhood, and it is that way for many, perhaps even most of the children I teach. … Continue reading Assessment in the General Music Class
mister a music place 
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