The Thing About Learning

I am by nature a very thoughtful person. People who know me well frequently accuse me of overthinking many things, and I have to admit that they are right--I do overthink often. As someone almost constantly in conscious thought about something, there are many thought that come and go, forgotten as quickly as they arrived, … Continue reading The Thing About Learning

Artful Learning

In this, the centennial anniversary of Leonard Bernstein's birth, all sorts of things that this American musical icon did are being brought out into the public consciousness. Of course, most know of Bernstein's work as a conductor, composer and teacher, what with his numerous recordings, lectures, young peoples concerts and musical compositions. Of all that … Continue reading Artful Learning

Child Development and Music Education

Dr. James Comer of Yale University has found six pathways along which children develop. These pathways are described as physical, cognitive, language, social, ethical, and psychological. While music education clearly has ties to all six pathways, I would like to focus in on two of them: cognitive and psychological. The Cognitive Pathway and Music The … Continue reading Child Development and Music Education

Toccata Blocks: A Tool To Help Teach Rhythm

No matter what method you use to teach music, be it Kodaly, Orff, or any other, when it comes to music reading there are certain aspects of our music notational system that are counter-intuitive and confusing to students who are just beginning. One of those difficulties is often the irrelevance of how the notes are … Continue reading Toccata Blocks: A Tool To Help Teach Rhythm

Working from an Objective to a Lesson Plan

Let's say you want your children to pass an object in time to the beat around a circle while chanting a rhyme to that beat with the correct rhythms. There are several competencies enfolded into that one objective. You want your children to be able to pass an object around a circle, you want them … Continue reading Working from an Objective to a Lesson Plan

More On Bloom’s Revised Taxonomy

In order to work effectively with Bloom's Revised Taxonomy, we must understand two dimensions of learning: cognitive process, and knowledge. Cognitive process describes what thought task a learner is performing on a given text or focus. These include, in order of complexity from simple to complex,  remembering, understanding, applying, analyzing, evaluating, and creating. Of these, … Continue reading More On Bloom’s Revised Taxonomy

Problems in Responding to Music

There are essentially three things to which a person can respond in music; structure, form, and emotions. Structure are those things in music that we intuitively understand, such as beat, phrasing, and meter. Because of the natural way we perceive these structures, we are able to sort out the musical sounds and organize them in … Continue reading Problems in Responding to Music

Sound Before Sight Is About More Than Teaching Songs

"Sound before sight" is a popular way of saying that music is most effectively taught first aurally, and then by associating what has been learned aurally with visual representations, such as standard music notation. Music Learning Theory and the numerous resources that follow it guide teachers in developing musical literacy according to these principles. Generally, … Continue reading Sound Before Sight Is About More Than Teaching Songs

Perceiving Expression in Music

The authors of the National Core Arts Standards placed a high premium on expressive intent. It is included in Creating; plan and make, and present, Performing; interpret, Responding; interpret, and in the overriding artistic process on connecting. As I have written elsewhere, expressive intent is problematic in that the listener rarely knows for sure what … Continue reading Perceiving Expression in Music