From “This does not mean that I hold my opinions to be all true. Conductor to I do not. Nor do I consider them to be permanent. I am Mentor: both submissive to facts and amenable to argument. And I consider my personal biases to be facts, not opinions. I will Lessons from the not even hold, therefore, that these do not carry some podium on more weight in the balance of my judgement. But if my opinions effective teaching are not wholly unbiased, neither are they irresponsible.” strategies - Virgil Thomson Denville, NJ 1945 Mark A Stickney NMEA 2019
I might quote you to death… Music education is the art of the journey and will never be complete. If you feel the journey is complete, you and your students will miss out on a wonderful education and adventure! - Me? Someone? I can’t remember…
“Music education is the art of the journey and will never be complete. If you feel the journey is complete, you and your students will miss out on a wonderful education and adventure!” – Some Person Before I began to practice, mountains were mountains and rivers were rivers. During many years of practice, mountains stopped being mountains and rivers stopped being rivers. Now as I understand things, mountains are mountains and rivers are rivers. - Zen Monk (from When Things Fall Apart, Pema Chödron)
So what is our primary job? LEARN!
Create a Successful Environment
Three Parts of Every Rehearsal Beginning of Rehearsal Rehearsal End of Rehearsal (Arrival) (Leave happy?) • How Do Students • Overall Goals? • How do students feel Arrive? when the leave? • Goal for each piece? • Seating? • How do you feel when it • Sight-reading? is over? • Warm-up? • Singing? • Tuning? • Mix it up! • Announcements?
Right now we are creating our state of mind for tomorrow! - Pema Chödron
Pay attention to how we are teaching!
Why…? • Is my ensemble never starting together? • Does my ensemble never start strong? • Don’t they play what my gesture is telling them to play? • Will my ensemble not make decisions? • Is there no motion to the music?
Motion and teaching music.
TIME Past Past Present Present Future Future
Are you telling your ensemble how to play notes, or are you teaching your ensemble how to perform music?
What do you see on the page? What do they see on the page? Is it the same thing for everyone? How do we come together – Interdependence
What is more important than a note?
What is the happening in this excerpt? What is the most “important” thing in each measure? Where is each note going? How do we teach what is in front of us?
The bar line is the most disruptive force to the flow of music.
Once in Royal David’s City, Anthony O’Toole Grade 4 Bandworks Publications 2017
Sennet, Patrick Burns Grade 4+ Bandworks Publications, 2018
Sennet, Patrick Burns Grade 4+ Bandworks Publications, 2018
Simple Song, Patrick Burns Grade 3 Bandworks Publications, 2017
My band has it all figured out!
Check for understanding and retention often. AND ADJUST!
Expect, but don’t accept!
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