In my previous two posts, I discussed reflective questions for student composers that dealt with the musical work, and with the performance of the musical work. Today I will discuss questions about musical form and about a composer's opinion of his or her own work. These questions are from the ctcurriculum website. The most basic aspect … Continue reading Student Self-Reflection on Music Compositions
Once a student composer has created a musical work, it is time for the work to be prepared for presentation, and then to be performed for an audience. This can be an extensive learning experience in itself for a young composer; it is one thing to write down musical ideas, but it is another for … Continue reading Reflective Questions for 5th Grade Music Composition–The Performance
If you've ever written a thesis, book or even a blog post, you probably know that just the right words don't always just come flowing out of your brain onto the screen or page. Case in point, I have already deleted one word and replaced it with another in just these two opening sentences. The … Continue reading Dispelling the Wrong Note Fallacy
Given the choice, I'm sure I would learn more about music in a class that featured musical genres I liked and that I was familiar with. It is a solid principle of teaching that new concepts should be taught within a familiar context. Introducing new music and a new concept at the same time is … Continue reading Connecting Students to Composing Music
It all seems simple in the early grades. Beat is the steady pulse of the music, and rhythm is the changing durations of what is being sung or played. Using movement, students learn the difference between beat and rhythm by walking the beat while clapping the rhythm. Because they are not doing the same thing … Continue reading Rhythm, Beat, and Groove: What’s the Difference?
Preparing studnets for careers in music is appropriately done in electives rather than in required general music classes. The latter will typically have a small percentage of students who intend to or are even considering a career in music, so focusing on career preparation in general music quickly results in a relevancy problem for most … Continue reading How Are We Doing Preparing Students for Careers in Music?
Responding to music has been among our music standards from the beginning of the first standards. In its original context, responding was primarily a standard for non-performing students, and was most utilized in music appreciation classes, or listening units in general music sections. As it is now presented in the Core Arts Standards for music, … Continue reading Responding to Music in the Core Arts Standards and Beyond
Over the last two days, we have looked at teaching students to select and analyze musical works they intend to perform. Through selecting, students learn about the music and reflect on their own interests and skills. Through analyzing, students learn how the music is put together; how it works. With this information in hand, the … Continue reading How To Use The Core Arts Standards To Teach Students to Interpret, Evaluate, and Rehearse
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