One thing I hear over and over from church musicians and music educators (well, everyone, really) is that there never seems to be enough time to get it all done.
Time to teach
Time to rehearse
Time to write
Time to practice
Time to be with family
Time to be a good friend
Time to read
Time to exercise
Time to learn
Raise your hand if you tend to leave composing to those required college classes and the professionals who do it for a living.
Why is this? I think the biggest reason may be our own insecurity. I mean, how many of us grew up writing our own musical compositions? How many of us include this as a musical activity in our lives and work today?
If you had classical music training growing up, you probably didn’t spend much time composing or creating. Instead, the focus was likely on learning how to read and interpret what’s on the page (speaking from my own experience here).
As teachers, we’re never really done learning (and that’s a good thing!).
John Dewey once said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”
So true, right? The world is constantly changing and evolving and we need to be constantly changing, adapting, learning, and evolving along with it to be the best teachers we can be.
What do you want to learn this year? What kind of teacher do you want to become?
I shared my answers to these questions on Facebook Live a few weeks ago. Watch the replay here, in case you missed it!
Sometimes, it's important to remember why we started.
Indulge me for a moment and ask yourself the following:
What first drew you to music?
When did you know you wanted to teach?
What are the pivotal moments that stand out in your memory - those particular students or experiences or revelations that propelled you forward, that fed your soul, that inspired you to keep going?
We all have our own answers and a whole collection of stories we could tell. This is one of the things I love most about teaching.
It's the heart behind what we do and the reasons why we do it that make teaching such a wonderful, life-giving profession (but maybe I'm a little biased?).
We all get into ruts in our teaching from time to time.
With all the planning and preparation that goes into teaching week to week, choosing repertoire, dealing with the administrative responsibilities, and all the other things that come across our plate on a given day, there’s only so much time you can spend planning, crafting, and creating innovative lesson plans and teaching strategies.
The struggle is real, y’all.
A few weeks ago, I was in the midst of planning my first studio class for my piano students and searching for a fun game/musical activity that would get everyone up and moving and work for students at different grade levels.
Enter the Decide Now! app.
As teachers, we ask a lot of questions. But, did you know there are different kinds of questions (or ways of asking questions) that can actually promote learning? A good question does more than assess student learning or mastery of a concept; it can actually foster a deeper level of understanding, open a space for productive dialogue, and promote self-reflection.
This is important because, as music educators, we love nothing more than seeing people learn and grow, as individuals and as musicians.
There are two main types of questions: closed-ended and open-ended.
Here is a bit more about each one:
These are questions that have a yes/no answer. This doesn’t promote a lot of deep thinking, as the answer is typically given in the question (e.g. "Is the bottom line of the treble staff an E?") and the learner has a 50/50 chance of getting the answer right. These types of questions work well for younger students when you're comparing things, though I would rephrase the question to, “Were those the same or different?”
Hi friends!
I am thrilled to announce that my article "Developing Creative Concert Experiences for Young Children in a Community Setting" has been published! This was a really big goal of mine last year and I am honored and humbled to see it come to life.
See a sneak peek of my article below:
If you're a member of the Early Childhood Music & Movement Association, you can read the latest issue of Perspectives (Vol. 9, Issue 1) and my full article on their website. Thanks so much to everyone at ECMMA/Perspectives for this opportunity!
