Music Teaching

040 - On Developing a Creative Habit [Book Review]

040 - On Developing a Creative Habit [Book Review]

The scene opens in an empty room with blank, white walls. A woman steps into the space, alone. "The blank space can be humbling," she writes. There's pressure to do something, to fill the emptiness, to create. But with practice and with the ritual of showing up, you grow accustomed to it. The author describes it as both her job and her calling.

"Bottom line," she writes, "Filling this empty space constitutes my identity.”

This is how the book, The Creative Habit begins. Author Twyla Tharp is a choreographer and dancer, offering insight into her creative practice and the rituals that accompany it.

As a creative, I love reading about other people's creative processes: their habits and work routines, the decisions they make, the way they think, and how they see the world.

I read this book last spring and it was one of my favorites of the whole year. I thought I'd share my three biggest takeaways and a few of my favorite quotes from the book with the hope that it's as inspiring and enlightening to you as it was for me.

039 - A Creative, Integrated Approach to Teaching Music Theory

039 - A Creative, Integrated Approach to Teaching Music Theory

Often in our teaching and learning experiences, music theory is taught as a standalone subject. We have theory books in our private studios, AP Theory in high school, and a sequence of theory classes at the college and graduate level.

Theory courses and books are a good thing, don't get me wrong. We need to develop an understanding of theory and musical structure just like we need to develop an understanding of syntax and grammar in language. But I've been wondering lately if there's a better way to incorporate these learning experiences and theoretical conversations into our teaching, especially when teaching online.

How can we as music educators make more connections between music theory and music practice, between the analysis and study of music and the actual creation of it? How can we make music theory more experiential?

That's what we're going to talk about today.

036 - Let's Talk About Improvising

036 - Let's Talk About Improvising

It's one of those words that makes some of us uncomfortable: improvisation. Did your palms start to sweat when I said that?

In this episode, I’m sharing a story from the early days of my studio when I was still a student myself. It's about a lesson I had one October with an 11-year-old student.

035 - How to Help Children Develop Their Singing Voices

035 - How to Help Children Develop Their Singing Voices

If you teach elementary music in some capacity, you know the importance of singing to introduce, experience, and learn musical concepts. You may also know from personal experience that some children have trouble finding their singing voices.

Today, I'm sharing six practical strategies for helping children discover their singing voices and learn to sing in tune.

034 - Do We Really Teach How We Were Taught?

034 - Do We Really Teach How We Were Taught?

Perhaps you've heard the age-old adage: we teach how we were taught.

Of course, we know this isn’t the full story: we all have unique backgrounds and a variety of experiences that inform the people we are today and the teachers we are becoming. As you reflect on your own teaching practice, here are three things you should know:

033 - How to Teach Music Literacy Using Color

033 - How to Teach Music Literacy Using Color

When first introducing music-reading, it can be challenging for young students to recognize patterns and organize the content visually when everything is black and white.

For this reason, color can be a helpful tool. In this episode, I’m sharing four simple, unique strategies to use color to teach music literacy.

032 - "I Make Music Because..."

032 - "I Make Music Because..."

Today's episode is a special one because for the first time on this podcast, you'll hear someone other than me talking. In fact, you'll hear 22 other voices — my students!

5 Ways to Develop Creative Musicianship (Music Education Basics)

5 Ways to Develop Creative Musicianship (Music Education Basics)

Welcome back to Music Education Basics!

Today, for our final lesson, we’re talking about one of my favorite topics, creative musicianship—what it is and how to teach it, and 5 ways to cultivate creative musicianship in your students.

First, let me explain what I mean by creative musicianship. When I say creative musicianship or musical creativity, I’m talking about improvising or creating music spontaneously and also, the ability to write those ideas down.

Now, if the thought of that makes your palms begin to sweat, I get it! If you had classical music training growing up, you probably didn’t spend much time improvising, composing, or creating your own music. I know that was my experience. Instead, the focus was probably on learning how to read and interpret what was on the page. Can you relate to that?

I'm sharing a few ways you can introduce musical creativity to those you teach in this lesson.

Ready to Read: 4 Steps for Developing Proficiency (Music Education Basics)

Ready to Read: 4 Steps for Developing Proficiency (Music Education Basics)

Welcome back to Music Education Basics!

Today, we’re talking about readiness for music-reading and developing proficiency.

Just like learning to read language, music-reading follows listening and responding, developing a musical vocabulary, and active musical experiences in a natural progression, as we’ve been reviewing this week.

If you’re a choir director or an elementary music teacher, I recommend introducing music-reading (as in holding a score in your hand) around 2nd or 3rd grade. We tend to introduce music-reading a little sooner in one-on-one settings — piano lessons or other beginning instrumental studies — but in choir, you can usually wait until 3rd grade and spend more time with rote-learning and gradually bridging that gap.

I’ll walk you through a simple 4-step process and a few tangible ways to do this in today's lesson.

The Case for Musical Expression (Music Education Basics)

The Case for Musical Expression (Music Education Basics)

Welcome back to Music Education Basics!

Today, we’re talking about musical phrasing, dynamics, and movement and why it’s important to incorporate these elements of musical expression into the teaching and learning process from the very beginning.

Visuals and active experiences are a huge part of the learning process. In some cases, they are more important in our teaching than spoken directions and letting people read things for themselves. How can we be intentional about structuring our teaching in a way that supports visual learning and active, hands-on experiences?

We’ll explore a few useful strategies, ways to create opportunities for active experience, and meaningful analogies you can use to support music learning and the development of musical understanding in your students.