After years of practicing strategies to boost students’ self-esteem, it seems that there are more discouraged, disinterested, demotivated students than ever. Students are increasingly unwilling to face and conquer challenges, and quickly convince themselves that success is beyond their ability. Because strategies to boost students’ self-esteem were supposed to lead to opposite results, an objective … Continue reading An Effective Way To Boost Self-Image with Music Education
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The Necessity and Value of Rote Learning in Music
I’ve noticed lately that many music educators view rote learning with disparagement. There are at least two reasons for this. The first is that rote learning in general has fallen into disfavor, and has been taken over by “higher level learning tasks. Constructivists have convinced educators that discovering and constructing knowledge is preferable to memorizing. … Continue reading The Necessity and Value of Rote Learning in Music
Overcoming the Clarinet Break
The clarinet break is one of the most overrated obstacles in all of instrumental music education. Much has been made of this difficulty, so much so that students often are taught they are about to have a problem before they have even tried to overcome it. The clarinet break encountered when the player has difficulty … Continue reading Overcoming the Clarinet Break
A Review of Rhythm Counting Systems
Previously, I wrote about rhythm syllable systems. Like solfege, rhythm syllables provide a singable word to verbally associate with the audited sound. I reviewed rhythm syllable systems for Kodaly and Orff oriented classes, as well as French, Gordon, and tamarin I systems. Today I will discuss rhythm counting systems. These differ from syllable systems in that … Continue reading A Review of Rhythm Counting Systems
A Review of Rhythm Syllable Systems
Yesterday, I wrote about using fixed do solfege to teach music reading (Another Try at Fixed Do). Fixed do solfege is an effective way of helping students remember pitches aurally and visually. Solfege syllables do not aid in learning rhythms. For this, rhythm syllables or counting systems are used. Many systems of rhythms syllables have been … Continue reading A Review of Rhythm Syllable Systems
Another Try at Fixed Do
Ever since I was an undergraduate, and that was thirty years ago, I've been steadfast in believing that moveable do was the only sensible way to teach sight singing. Fixed do confused me, and having the tonic on different syllables bothered me. In spite of this, I like to think of myself as open minded, … Continue reading Another Try at Fixed Do
Approaches to Music Listening
In a recent discussion on social media, a music teacher asked for suggestions of materials to use in the teaching of listening. While the replies were helpful and born of experience, the kinds of replies were even more interesting. Basically, the answers fell into one of three categories: materials to use with students who listen … Continue reading Approaches to Music Listening
It All Starts With Expectations: What Teachers Do
If there is one thing a teacher must do it is this: expect change. We teachers are in the business of bringing about changes in our students; changes in their behaviors, attitudes, and proficiencies. Daily, we know this to be true, but the slowness with which change often takes place can easily make it difficult … Continue reading It All Starts With Expectations: What Teachers Do
Teach Music to Thinkers, Not Jars
Our basic philosophy of teaching and learning has changed quite a bit in the last thirty years. I remember in the 1980s a social studies teacher had a sign on his classroom door on which was written “free knowledge, bring your own container.” This represented what then was the prevalent view of education. Students were … Continue reading Teach Music to Thinkers, Not Jars
Building Vocabulary in Music Class: A Common Core and Music Friendly Approach
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
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