Music Educators Blog

How do fluent music readers begin to understand the complex process of integrating the ear, the eye and the hand to interpret the language of music? Richard Chronister started at the first lesson to build a foundation to accomplish just that. He pared the process down to the least common denominator of reading pitch notation so that it seems ridiculously simple. "Just start at the very beginning. . ."

Making music with others can be difficult to schedule in a private studio.  Here are some ideas for how to make use of the often-unproductive transitional time between student lessons as teaching moments and learning opportunities.

An impromptu performance on a special Nicaraguan piano taught me a lesson about the power of music.

Many students seem to ignore assignment sheets.  Others may blindly, dutifully, or unenthusiastically follow the teacher's insructions, i.e. ("Play piece 6 times. Record your practice minutes.")   I recently tried a different approach to getting my students to take responsibility for productive practice time based on something other than minutes..  Here's what happened. . .

All around this country, we have seen a lack of interest in funding music and the arts.  One of the worst offenses that I have notices is having to make a choice between "Physical Education" and "Music Education".  As both are important in the development of students creative minds and physical training, both should be core curriculum.   One organization that has been battling this crisis for decades on a national level is "Music in Schools Today" http://mustcreate.org/index.html  As other local communities have started organizations to petition for more funding for the arts, I have yet to see this for my area: Portland, Maine.  I have also talked with educator from across the country that this is happening in thier area as well.  Some local communities are addressing this problem, but too manmy are not  I would love to hear your comments, suggestions and solutions, Your feed back would be greatly appreciated.

 

Greg Daley

South Portland Guitar School

www.sportlandguitar.com

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Six "brain targets", as identified in brain research by Dr. Mariale Hardiman and Dr. Charles Limb at Johns Hopkins, can be employed by teachers to inspire more joyous learning that has longer staying power.  I'm "brain-storming" some ways that music teachers can take aim at these research-based brain targets in order to increase our effectiveness?  

Ever have days when you have to remind yourself to BREATHE?  Are you facing burn-out?  What are symptoms, remedies, and prevention strategies?

Writing connects the brain, eye, ear, and hand.  Why not use it as a teaching tool? It offers additional benefits to computer labs.

The landscape for music teachers has changed.  Traditionally we operated on our own little isolated island with occasional trips to the mainland for sustenance, the "mainland"  being educational institutions and professional organizations and publications. There were few opportunities for live shop talk with colleagues.  Teaching materials were usually limited to what had been inherited from other teachers or to a small selection offered in a local music store--if one were even accessible near the island.  No more! Everyone reading this has discovered the new bridge that has been constructed so that we can easily