Students:
With all the snow falling outside, there is plenty of time to practice, right!?! And, plenty of time for CREATIVITY!
Why not try making up a song about the snow - e.g. the delight of watching the snow fall, making a snowman, the drudgery of shovelling... Let your melody, dynamic levels, and touch (staccato or legato) reflect the mood you are trying to convey.
Once you have a rhythmic melody established, try adding chords!
Record your new composition and/or play it for your family!
Then, play it for your teacher at your next lesson!
Monday, February 08, 2010
Friday, February 15, 2008
GMU Pedagogy Class
It was great to join your class yesterday. I hope you enjoy exploring learning styles in your own studio! I would love to hear of your findings.
To the right, the "Personality Pathways" link will lead you to more information about how to interpret the Myers-Briggs Type Indicator.
To the right, the "Personality Pathways" link will lead you to more information about how to interpret the Myers-Briggs Type Indicator.
Tuesday, January 08, 2008
Monday, December 11, 2006
Composing Made Simple!
For the Visual and Kinesthetic learners... Reading and Writing.
For the Auditory learner... Imagining sound.
COMPOSING MADE SIMPLE!
1. Bar off 8 measures - number them
2. Draw 4/4 time signature
3. Choose rhythm from a pre-made selection of rhythms- lightly write it above the staff
4. Choose notes - using the rhythm chosen above, write the notes on the staff
5. Play it; modify it; talk about left hand chords
6. Add Legato, staccato, dynamics, etc.
7. Why not try adding Lyrics!
Prior to completing the steps above:
Draw or print a rhythm pattern on an 8 1/2 by 11 sheet of paper. Continue until you have eight to sixteen different rhythm patterns. Put the papers in plastic covers. Lay them out on a flat surface in the order you would like to present them. Turn them over and tape them together with strong clear tape. You should now have an outstanding presentation of rhythm patterns to jump start a composition! Hold it up and take a look!
An Excellent Resource for printing staff paper for your every need. http://www.blanksheetmusic.net/
This wonderful idea was given to me by composer Melody Bober at the 2006 Virginia Music Teacher's Conference held at George Mason University. Thank you, Melody!
Tuesday, June 27, 2006
Learning Styles and Golay's Approach
OUR GOAL: Student Centered Teaching!
Knowing a student’s personality type enables you to understand and predict behavior most of the time. As we grow in our understanding of our students' personalities, we have the opportunity grow in our ability to teach to their preferences for learning.
Keith Golay offers some helpful suggestions for how to look at the student as a “total personality.” I suggest ordering his book, Learning Patterns and Temperament Styles, but as an introduction, the article at the following link provides a brief overview: “Introducing the Animal Kingdom, It’s a Jungle Out There.” (See Link to the Right: "It's a Jungle out There")
Have fun exploring your students’ learning styles!
Don’t forget to assess your own teaching style: See the post below.
Knowing a student’s personality type enables you to understand and predict behavior most of the time. As we grow in our understanding of our students' personalities, we have the opportunity grow in our ability to teach to their preferences for learning.
Keith Golay offers some helpful suggestions for how to look at the student as a “total personality.” I suggest ordering his book, Learning Patterns and Temperament Styles, but as an introduction, the article at the following link provides a brief overview: “Introducing the Animal Kingdom, It’s a Jungle Out There.” (See Link to the Right: "It's a Jungle out There")
Have fun exploring your students’ learning styles!
Don’t forget to assess your own teaching style: See the post below.
Wednesday, May 03, 2006
What Kind of Teacher are You?
Assess your Teaching Style with Keith Golay's four temperament patterns:
APE ARTISAN: The Experientialist – This teacher believes strongly that one becomes skillful with experience. He or she gives confidence building statements to empower students, and provides students with as many performance opportunities as possible.
GUARDIAN BEAR: The Traditionalist – This teacher follows the standards that are handed down, and will utilize material and procedures that have withstood the test of time. He or she holds the belief that tradition is authority, and will often explain concepts more than demonstrate them.
RATIONAL OWL: The Pragmatist – This teacher assists students in reaching their goals. He or she will encourage students to set their own expectations. This teacher will use innovation whenever possible in the teaching approach, and helps each student become a self reliant learner while trying to match the teaching approach to student's style.
IDEALIST DOLPHIN: The Catalyst – This teacher focuses on building personal relationships with the students, desiring to match instruction to individual learning preferences of the student. This teacher is naturally empathetic toward students, and readily gives encouragement.
APE ARTISAN: The Experientialist – This teacher believes strongly that one becomes skillful with experience. He or she gives confidence building statements to empower students, and provides students with as many performance opportunities as possible.
GUARDIAN BEAR: The Traditionalist – This teacher follows the standards that are handed down, and will utilize material and procedures that have withstood the test of time. He or she holds the belief that tradition is authority, and will often explain concepts more than demonstrate them.
RATIONAL OWL: The Pragmatist – This teacher assists students in reaching their goals. He or she will encourage students to set their own expectations. This teacher will use innovation whenever possible in the teaching approach, and helps each student become a self reliant learner while trying to match the teaching approach to student's style.
IDEALIST DOLPHIN: The Catalyst – This teacher focuses on building personal relationships with the students, desiring to match instruction to individual learning preferences of the student. This teacher is naturally empathetic toward students, and readily gives encouragement.
Monday, April 24, 2006
Scene from MTNA, Austin
After our presentation, Dr. H and I converse with a music teacher from the audience. As private, independent teachers, it is great to have an outlet (like a conference...or a blog) for discussing the students in our studio who need a little extra motivation. One new idea may revolutionize our approach to those students! How helpful it is to assess our students' learning styles and gear our teaching toward their needs. In a nutshell, we can't force the student to fit the program, but we can make the program fit the student!
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