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
music education
Much Appreciated
When I play classical music for young children they love it. They delight in its energy, in its ups and downs, in its quiet moments followed by sudden surges. It is notable that as they are enjoying the music, are unaware of what they are listening to, and they don’t know what an expositions or … Continue reading Much Appreciated
Popular Music in Music Education–A Perennial Debate
The question of using popular music in school and studio music programs seems to come up frequently. Although there are many arguments for and against, a few assumptions seem to arise from all of them. One assumption is that some genres of music are worth a student’s time, and others are not. The trouble with … Continue reading Popular Music in Music Education–A Perennial Debate
Everybody Now
Frequently I hear people my age talking about how much things have changed in our lifetime. These conversations inevitably arrive at a statement of how much better things were then than now. Of course, things weren’t as great then as we remember them. That’s what makes our memories nostalgic. There is one thing, though, that … Continue reading Everybody Now
Assessment in the General Music Class
There is no question in my mind that music is fun. It is fun to perform, fun to teach, fun to listen to, dance to, create, even fun to practice. It has been that way for me since my childhood, and it is that way for many, perhaps even most of the children I teach. … Continue reading Assessment in the General Music Class
Scales – Laborious to Glorious, part 2
Last Friday, I wrote about teaching scales using a technique that includes teaching sound before touch or sight. I mentioned that the functional tendencies of individual pitches in a scale should be taught first and with singing before having the student practice playing the scale. Doing so would result in the scales being more meaningful, … Continue reading Scales – Laborious to Glorious, part 2
Process Before Product in the New Music Standards
Learning is a process. While there are signposts made of assessments and evaluations along the way, more is gained from the process of learning than from a completed summative product. When the product is valued above the process, corners can easily be cut, and valuable learning opportunities can be missed or avoided. “Teaching to the … Continue reading Process Before Product in the New Music Standards
What is American Musical Culture
I recently found myself engaged in a conversation with another musician about American musical culture. We started out talking about classical music, but soon observed that classical music was no longer at the center of American musical culture. I say at the center because early in the twentieth century when large numbers immigrated to America … Continue reading What is American Musical Culture
Common Core and the New Music Standards
The Common Core Standards have generated numerous fears and apprehensions on the part of many teachers, including language arts and math teachers, and music teachers. Language arts and math teachers are concerned about suddenly raising reading levels on students who are already struggling, and on successfully teaching with more rigor and depth while still including … Continue reading Common Core and the New Music Standards
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