The beginning of a new school year is always a hopeful and exciting time. Students by then are happy to return to school and be reunited with friends they haven't seen all summer, and then there is the fresh start feel of a new grade, new teachers, and new classes. It is also a time … Continue reading Getting Your Classes Off To A Good Start at Year’s Beginning
If you're looking for a music teaching position this summer, you're probably at least starting to go on interviews. Because of the sometimes uncertain way in which American public schools are funded, districts often are not at liberty to move on filling a position until fairly late in the summer. This post will go over … Continue reading Preparing to interview for a Teaching Position
Before I begin discussing chords and voice leading, I would like to make two points about music theory in general. Many have the misconception that music theory involves sets of rules from which composers wrote or write music. This is not the case. Music theory is not sets of rules, but rather sets of observations … Continue reading Music Theory Tutorial: Chords and Voice Leading
All assessments, no matter when they are given, are designed with one purpose in mind, and that is to document what the students taking the assessment know and don't know. With this knowledge in hand, a teacher can design leaning, individualize instruction, and teach to a classes overall needs. Beginning of the year assessment offer … Continue reading Beginning of the Year Assessments
I read an interesting definition of music today. Music is "a pattern of sounds made by musical instruments, voices, or computers, or a combination of these, intended to give pleasure to people listening to it" (Mambo entertainment). The essentials are there, namely that music is sound patterns and there is an intent attached to those … Continue reading What Isn’t Music?
I have found that many music educators, especially those of us who spend most or all of our time at the elementary level, have lost a good deal of what we once knew of music theory. We seldom teach much of what we learned in undergraduate music theory classes, never much more than note names … Continue reading Music Theory Tutorial: Scales and Intervals
By now all music educators (should) have worked the National Core Arts Standards into their curriculum, instructional planning, and teaching. From the outset, we have all understood creating, performing, and responding to music, because these are things we have always had our students do. These actions were couched in new contexts, and given new objectives, … Continue reading The Creative Process of Connecting
Over the years, one of the things I have found that often confounds music educators, is how to go about writing instructional objectives, or even what exactly are instructional objectives. One little piece of the confusion is the term instructional. These objectives can more accurately be called, as they once often were, behavioral objectives. Thinking … Continue reading Verbs for Instructional Objectives in Music
Music educators now have essential questions on which to base their instructional units and by extension the lesson plans within those units. These questions are meant to get at the heart of the discipline of music. They are not like questions students might be asked such as "what is binary form?" or "who was John … Continue reading What Are The Answers To Music’s Essential Questions?
For as long as any of you reading this have been alive, music has been taught in the context of so-called musical elements. Though one can find variations on just what is included in a list of musical elements, most will agree that it includes rhythm, dynamics, melody, harmony, timbre, texture, and form. Some of … Continue reading What Are The Elements of Music?