Yesterday, I discussed solfege exercises developed by Emile Jaques-Dalcroze. Today I will examine some of his rhythm exercises. Like contemporary scholars, Jaques-Dalcroze found that rhythm and pitch are more easily taught separately than integrated together. Jaques-Dalcroze also believed that because movement, through which rhythm is expressed, is natural to humans, whereas pitch is not, it … Continue reading Jaques-Dalcroze and Rhythm Training
Vocal Music
Can Tone and Chord Functions Be Taught With Fixed Do?
When it comes to choosing a system of syllables to sing for teaching ear training and sight singing, there seems to be a consensus that moveable do, sometimes called functional solfege, is needed for teaching chord and tone functions. To be sure, moving do to wherever the tonic is does help a singer remember where … Continue reading Can Tone and Chord Functions Be Taught With Fixed Do?
Is There Madness in the Method?
Music teachers are often concerned with method. If you go to most music education conferences, you’ll find sessions on the Kodaly Method, the Dalcroze Method, Gordon Music Learning Theory, the Orff Method, Feierabend’s Conversational Solfege, the Suzuki Method, to name a few. Music teaching methods are like Protestant denominations: there are many of them, they … Continue reading Is There Madness in the Method?
We Are More Than Teachers of Music
Today my post is a little different; it is more about life than about music. As music teachers, we have the opportunity to impact our students’ lives year after year. Unlike many of our colleagues who teach different class of students every year, we teach all of the students in our buildings year after year. … Continue reading We Are More Than Teachers of Music
A Better Way To Teach Rhythm
I have noticed that there is a great deal of interest in how best to teach rhythm. Perhaps this reveals challenges that music teachers find in teaching rhythm, made manifest in students’ difficulty in performing rhythms accurately. While I cannot know what transpires in every music classroom, I can at least address problems I have … Continue reading A Better Way To Teach Rhythm
Musical Cultural Context and a Cubs Game
One of the items on my “bucket list” has been to go to a baseball game at Wrigley Field in Chicago. I am a lifelong Red Sox fan, but I have a deep appreciation for all teams with a long history and tradition, and Wrigley certainly fits into that category. Being a musician, the extensive … Continue reading Musical Cultural Context and a Cubs Game
How Do Language and Music Mix in the Music Classroom?
As we saw yesterday with rhythm, language and music are closely related so that training in one strengthens proficiency in the other. Although language and music differ in form, purpose, and use, both are highly syntax-dependent. Neither music nor language makes sense if the sounds heard cannot be cognitively organized, and if meaning cannot be … Continue reading How Do Language and Music Mix in the Music Classroom?
What Are Some Ways To Handle A Small Music Classroom Budget?
I am fortunate to teach in a school district with a strong music program, and supportive administrators at all levels. Even so, when it comes to purchasing materials for my classroom, money is scarce, so I have to make a very few dollars go as far as possible. In truth, I really don’t need a … Continue reading What Are Some Ways To Handle A Small Music Classroom Budget?
What Are The Best Pitch Combinations For Teaching Our Youngest Children Singing?
The popularity and success of the Kodaly approach to teaching music in schools has resulted in a widespread practice of using songs and chants comprised of a minor third when beginning formal music education with young children. There is much to recommend this practice, including the ease with which a small interval can be sung, … Continue reading What Are The Best Pitch Combinations For Teaching Our Youngest Children Singing?
Conduct More, Talk Less
In my July 16, 2014 post, I described a music conductor. That description was drawn from the great maestros of the twentieth century; men like Reiner, Koussevitzky and Bernstein. There is always value in studying how the greats in any field go about their business, and trying to emulate them. Everything I mentioned is relevant … Continue reading Conduct More, Talk Less
mister a music place 
You must be logged in to post a comment.