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
Today, using the American National Core Arts Standards for music, I will begin to develop how to design learning environments that allow for bi-directional flow of ideas and knowledge between students, and between students and teacher. I will use the artistic process of creating, and the grade levels of 3-5 in American public schools. The … Continue reading What Does A Classroom Where Everyone is Teaching and Learning Look Like? (Creating Music, Part 1)
I read an interesting question on social media the other day. A composer asked, “When do you know that a composition is finished?” Several answers were offered, ranging from “when the composer has expressed everything he or she wanted,” to “when the parts are passed out to the musicians.” The first of these has potential. … Continue reading How Do Composers Know When a Musical Work is Finished?
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