Music: Teaching Music

Transformational Piano Teaching: Mentoring Students from All Walks of Life examines the concept of the piano teacher as someone who is more than just a teacher of a musical skill, but also someone who wields tremendous influence on the development of a young person's artistic and empathicpotential, as well as their lifelong personal motivational framework. The specific attributes of today's students are explored, including family and peer influences from interpersonal relationships to social media. Additionally, students from specific circumstances are discussed, including thosewith special needs such as Autism Spectrum Disorders, ADHD, and Depression. Finally, motivation of a teacher's students is related to a teacher's own motivation in their work, as a cycle of positivity and achievement will be recommended as a way to keep an instructor's work fresh andexciting.

No matter the excellence of a musician's performance achievements, upon entering the professional world, it is unlikely that any musician will depend solely upon performance for income. Those who distinguish themselves as both skilled teachers and skilled performers will have a significantadvantage. From the Stage to the Studio provides the tools and information necessary for musicians to become effective teachers in terms useful to both pedagogy teachers and applied music instructors, and young music students learning to teach while perfecting their performance skills.Premised on the integral partnership between pedagogy and performance, authors Cornelia Watkins and Laurie Scott offer in depth explorations of the essential components of instrumental performance, the nature of student-teacher interactions and the manner in which knowledge, skills and musicianshipare most effectively conveyed. In so doing, they illuminate the profound resonance between music performance and education and show how musicians benefit as much from teaching as their students do from being taught. Included is a wealth of information and concrete examples on everything from settingup a studio, to writing a lesson plan, to soliciting constructive feedback from students. From the Stage to the Studio serves as an essential resource for music pedagogy teachers, college performance majors who will want or need to teach and established musicians looking to add music education totheir professional repertoire.

This guidebook unpacks the teaching process of the Alexander Technique for new and more experienced practitioners. By demonstrating the pathway from learning the Alexander Technique for oneself to teaching it, Madden identifies the skill sets required for excellence in teaching the Alexander Technique, and shows readers how they can acquire and develop these skills themselves. Observation, communication and tactile skills are all covered, and particular attention is paid to group teaching, which is neglected in current literature.

The Alexander Technique for Musicians is a unique guide for all musicians, providing a practical, informative approach to being a successful and comfortable performer. Perfect as an introduction to the Alexander Technique, or to supplement the reader's lessons, the book looks at daily and last-minute practice, breathing, performance and performance anxiety, teacher-pupil relationships, ensemble skills, and the application of the Alexander Technique to instrumental and vocal work. Complete with diagrams and photographs to aid the learning process, as well as step-by-step procedures and diary entries written by participating students, The Alexander Technique for Musicians gives tried-and-tested advice, drawn from the authors' twenty-plus years of experience working with musicians, providing an essential handbook for musicians seeking the most from themselves and their art.

Originally published in1850, Advice to Young Musicians by Robert Schumann's (1810-56) offers a combination of practical advice and poetic words of wisdom for young people beginning their musical education. Presented in aphorisms and short paragraphs, the book's insights remain as valuable today as when it was written. Recognizing the continued resonance of Schumann's words, world-renowned cellist Steven Isserlis, set out to rescue the work from history. He revisits Schumann's work and contributes his own contemporary counsel for musicians and music lovers, arranging it into four thematic sections: "On being a musician," "Playing," "Practicing," and "Composing. Accompanying Schumann's original quotation are Isserlis's thoughtful and often humorous glosses. The book concludes with Isserlis's own reflections on his life as a musician and performer: "My Own Bits of Advice (For What They're Worth)."

Learning with Music offers an accessible introduction to music education theory for those working in the early years. Using real case studies and rich examples, the book provides practical suggestions to develop the formative ideas of music education, such as melody, rhythm, pulse and timbre, into games and activities for every early years setting. Chapters include a range of tried-and-tested lesson sequences and accompanying developmental benefits, allowing practitioners to confidently create tailor-made lesson plans and manage music sessions, ranging from one child through to larger groups. Each concept is grounded in child development theory, as well as music education theory, giving practitioners an insight into the research-based principles and priorities of music education for their own unique setting. With a clear focus on the benefits of teaching music from birth to preschool, Learning with Music is essential reading for all early years practitioners, as well as students on Early Childhood courses.

"Of the three elements of music---rhythm, melody, and harmony---rhythm has received the least attention from the theorists, yet it is indisputably the basic element without which there is no musical art." Such is the first sentence of this book on use of the body to express musical rhythm. Elsa Findlay is eminently qualified to write on this subject, having been a student of Emile-Jaques Dalcroze, the master himself, and also from her own experience in a variety of teaching situations. These included schools of dance and theater, colleges and universities, and The Cleveland Institute of Music, one of the first to offer a BMus degree with a major in eurhythmics. Each chapter concentrates on a different phase of rhythm: tempo, dynamics, duration, metrical patterns, speech and rhythm patterns, phrase and form, pitch and melody, and creative expression. Activities for each phase are outlined in detail and illustrated by charming drawings and photos. Appendices furnish further suggestions for exercises, games, action songs, and suitable music.

Wind Talk for Brass provides instrumental music teachers, practitioners, and students with a handy, easy-to-use pedagogical resource for brass instruments found in school instrumental programs. With thorough coverage of the most common brass instruments - trumpet, horn, trombone,baritone/euphonium, and tuba/sousaphone - the book offers the most topical and information necessary for effective teaching. This includes terminology, topics, and concepts associated with each specific instrument, along with teaching suggestions that can be applied in the classroom. Be sure to lookto the back of the book for a "Practical Tips " section, which discusses common technical faults and corrections, common problems with sound (as well as their causes and solutions to them), fingering charts, literature lists (study materials, method books, and solos), as well as a list of additional resources relevant to teaching brass instruments (articles, websites, audio recordings).

Developing Expression in Brass Performance and Teaching helps university music teachers, high school band directors, private teachers, and students develop a vibrant and flexible approach to brass teaching and performance that keeps musical expression central to the learning process. Strategies for teaching both group and applied lessons will help instructors develop more expressive use of articulation, flexibility in sound production, and how to play with better intonation. The author shares strategies from today's best brass instrument performers and teachers for developing creativity and making musical expression central to practicing and performing. These concepts presented are taken from over thirty years of experience with musicians like Wynton Marsalis, Barbara Butler, Charles Geyer, Donald Hunsberger, Leonard Candelaria, John Haynie, Bryan Goff, members of the Chicago Symphony and New York Philharmonic and from leading music schools such as the Eastman School of Music, The University of North Texas and The Florida State University.　 The combination of philosophy, pedagogy, and common sense methods for learning will ignite both musicians and budding musicians to inspired teaching and playing.

What musical knowledge is required for improvisation? How does a musician learn to improvise? What are the neural correlates of improvised performance? This book draws on cognitive neuroscience, study of historical pedagogical treatises on improvisation, interviews with improvisers, and musical analysis of improvised performances. Findings from these treatises and interviews are discussed from the perspective of cognitive psychological theories of learning, memory, and expertise. Musical improvisation has often been compared to 'speaking a musical language.' While past research has focussed on comparisons of music and language perception, few have dealt withthis comparison in the performance domain. In this book, learning to improvise is compared with language acquisition, and improvised performance is compared with spontaneous speech from both theoretical and neurobiological perspectives.Tackling a topic that has hitherto received little attention, The Improvising Mind will be a valuable addition to the literature in music cognition. Chapters include: Cognition in the pedagogy and learning of improvisation, The pedagogy of improvisation I : improvisation treatises of the mid-eighteenth and early nineteenth centuries and The pedagogy of improvisation II : pedagogical strategies ; Learning to improvise : learners' perspectives.

Written by an experienced and diverse lineup of veteran jazz educators, Teaching School Jazz presents a comprehensive approach to teaching beginning through high school-level jazz. Thoroughly grounded in the latest research, chapters are supported by case studies woven into the narrative. Thebook therefore provides not only a wealth of school jazz teaching strategies but also the perspectives and principles from which they are derived. The book opens with a philosophical foundation to describe the current landscape of school jazz education. Readers are introduced to two expert schooljazz educators who offer differing perspectives on the subject. The book concludes with an appendix of recommended audio, visual, digital, and written resources for teaching jazz. Accompanied by a website of playing exercises and audio examples, the book is invaluable resource for pre- andin-service music educators with no prior jazz experience, as well as those who wish to expand their knowledge of jazz performance practice and pedagogy.

A detailed account of the experience of learning to improvise on the piano. Ways of the Hand tells the story of how David Sudnow learned to improvise jazz on the piano. He has developed a keyboard learning philosophy from which he has developed a nationwide music training method, though there is no mention of music educational issues in this book. In this book you will find a detailed account of skill development.

From its beginning, jazz has presented a contradictory social world: jazz musicians have worked diligently to erase old boundaries, but they have just as resolutely constructed new ones. David Ake's vibrant and original book considers the diverse musics and related identities that jazz communities have shaped over the course of the twentieth century, exploring the many ways in which jazz musicians and audiences experience and understand themselves, their music, their communities, and the world at large. Writing as a professional pianist and composer, the author looks at evolving meanings, values, and ideals--as well as the sounds--that musicians, audiences, and critics carry to and from the various activities they call jazz. Among the compelling topics he discusses is his examination of the musical values and ideals promulgated by tertiary jazz education programs through a consideration of saxophonist John Coltrane. He also discusses the concept of the jazz "standard" in the 1990s and the differing sense of tradition implied in recent recordings by Wynton Marsalis and Bill Frisell. Jazz Cultures shows how jazz history has not consisted simply of a smoothly evolving series of musical styles, but rather an array of individuals and communities engaging with disparate--and oftentimes conflicting--actions, ideals, and attitudes.

A comprehensive guide that opens the doors to the world of jazz education. Find practical solutions to challenges such as the jazz concept, understanding the rhythm section, jazz improvisation and jazz styles, including a great section on Latin jazz. This innovative, one-of-a-kind handbook incorporates the Web as an ongoing resource tool that provides the ultimate in reference information. The included DVD presents over three hours of audio/video demonstrations of rehearsal techniques, how to really teach jazz improvisation, and how to understand and improve the rhythm section.

Playing music should be as simple and natural as drawing a breath, yet most musicians are hindered by self-consciousness, apprehension, self-doubt, and stress. Before we can truly express our inner self, we must first learn to be at peace and overcome the distractions that can make performance difficult. Kenny's remarkable work deals directly with these hindrances, and presents ways to let our natural creative powers flow freely with minimal stress and effort. positive thought. "Effortless Mastery is a book that the world really needs. It was not written by a philosopher or an academic. Kenny Werner, is one of my favorite pianists I've ever had the pleasure of working with, and in my opinion one of the best pianists living on the planet. Kenny teaches that 'The joy of practicing is concentration. The joy of playing is liberation.' Effortless Mastery teaches the seeker how to achieve both at the highest levels. It also shows how to practice effectively, promoting real growth and how to play and perform free from fear and self-judgment." Quincy Jones

In Percussion Pedagogy, author Michael Udow offers a practical guide for students interested in teaching percussion as well as improving their technique. Udow first introduces the bouncing ball system, a technical analogy that teaches students to resist the effects of inertia. Throughout thebook, the bouncing ball analogy develops into a core performance principle based on integrated motions resulting in refined tone quality and meaningful musicianship. The book applies this principle to several instruments including snare drum, timpani, marimba, vibraphone, multiple-percussion,tambourine and triangle, bass drum, cymbals, tam-tams, and a variety of Western concert and world percussion repertoire. In particular, Udow addresses the importance of coupling stroke types with stickings to set the foundation for precise rhythmic playing and expressive musicality.Chapters also focus on integrated rhythms, breath, and pulsed rhythms, anatomy and physiological health, psychological health, purposeful listening, and the importance of singing when practicing. Offering solutions to common performance problems, the book's many examples serve as a paradigm forfuture problem solving. A comprehensive companion website complements Udow's teachings with a wealth of video tutorials and listening examples.

Accompanying streamed videos are freely available here: https://www.baerenreiter.com/en/shop/product/details/BVK2406/
Christian Dierstein has joined forces with a research group at the Basel Academy of Music to examine the techniques of percussion playing from an innovative perspective. The main focus falls less on the instruments than on their sound producers: beaters, mallets, sticks, bows, specific manual techniques up to and including electronic pulse generators. This book describes all of them in detail and illustrates their range of application in carefully selected and annotated examples from the repertoire

In Modern Etudes and Studies for the Total Percussionist, band director and percussionist Chris Colaneri lays out a comprehensive system of total percussion education. The lessons are gleaned from interviews, research, and the nearly two decades he has spent directing middle school band andpercussion ensembles. Where the first edition of the book addressed total percussion education for the seventh-grade student and included simple audio examples and practice tracks, this expanded second edition meets needs of sixth- through eighth-grade percussion students, helping them developintermediate skills for future participation in a high school or extracurricular band setting.Music examples throughout are carefully sized for easy reading, and students will find more information about equipment they should own, world percussion techniques, and famous percussionists. Developed with the practical needs of percussion teachers in mind, Modern Etudes has been extensivelyclassroom tested and provides key teaching aids that will be welcomed by every band director. These include a curriculum guide and practice assignment sheets for all three grades; practice tips; and exercises and etudes for snare, mallet, set, and timpani. Recordings and practice tracks areavailable on the book's companion website.

Transformational Piano Teaching: Mentoring Students from All Walks of Life examines the concept of the piano teacher as someone who is more than just a teacher of a musical skill, but also someone who wields tremendous influence on the development of a young person's artistic and empathicpotential, as well as their lifelong personal motivational framework. The specific attributes of today's students are explored, including family and peer influences from interpersonal relationships to social media. Additionally, students from specific circumstances are discussed, including thosewith special needs such as Autism Spectrum Disorders, ADHD, and Depression. Finally, motivation of a teacher's students is related to a teacher's own motivation in their work, as a cycle of positivity and achievement will be recommended as a way to keep an instructor's work fresh andexciting.

In Speaking the Piano, renowned pianist Susan Tomes turns her attention to teaching and learning. Teaching music encompasses everything from putting a drum in a child's hands to helping an accomplished musician unlock the meaning and spirit of the classics. At every stage, some fundamental issues keep surfacing. In this wide-ranging book, Susan Tomes reflects on how her own experience as a learner, in different genres from classical to jazz, has influenced her approach to teaching. She tells us how her performing career has given her insight into what young performers need to know, and how discussions with students have fed into her own practice. She describes the brilliant and intriguing teachers whose masterclasses opened her ears to the many ways in which music can be brought alive and communicated. This is a book to appeal to a wide range of readers - pianists of every level from beginner to professional, piano teachers, musicians of all kinds, and the broader community of music-lovers. In a passionate contribution to the ongoing debate about the place of music in education, Susan Tomes argues that this most inspiring of arts can play a unique role in personal development. This is a lovely, wise, elegantly written book, filled with tips and anecdotes which could be helpful and encouraging for any pianist, whether a beginner or a professional. Above all it is a book in which one senses constantly the deep love the author has for music itself, for its ability to inspire, touch and, indeed, change lives.

Susan Tomes, a rare example of a leading musician who writes about the craft of performance, describes her experience of twenty years of rehearsal, concerts and recording. Her performing life has been centred on chamber music and the need to communicate it fully to an audience hungry for meaningful musical experience. Pt. 2 includes a tribute to her two of her teachers: Preparing and performing -- Sandor Vegh and Gyorgy Sebok, Susan Tomes was a founder member and the pianist of both the Domus Quartet and the Florestan Trio.

Strict traditions of piano teaching have remained entrenched for generations. The dominant influence of Muzio Clementi (1752-1832), the first composer-pedagogue of the instrument, brought about an explosion of autocratic instruction and bizarre teaching systems, exemplified in the mind-numbing drills of Hanon's "The Virtuoso Pianist." These practices--considered absurd or abusive by many--persist today at all levels of piano education. This book critically examines two centuries of teaching methods and encourages instructors to do away with traditions that disconnect mental and creative skills.

This little book by Josef Lhevinne is a clear statement of principles based on his lifelong experience in performance and teaching. Lhevinne was, with Rachmaninoff, Schnabel, and Hoffman, one of the great modern masters, and was the first artist invited to teach at the newly formed Julliard Graduate School of Music. Technique, though essential, must be subordinate to musical understanding. Complete knowledge of scales, apprehended not mechanically but musically; understanding of the uses of rests and silence, which Mozart considered the greatest effect in music; a feeling for rhythm and training of the ear; these are the basic elements of a thorough grounding in musicianship and are accordingly emphasized in the opening chapters. The heart of the book is devoted to the attainment of a beautiful tone. Anyone who has heard Lhevinne play or has listened to one of his recordings will know how great were his achievements in that area. The secret lay, at least in part, in the technique he called "the arm floating in air," and in the use of the wrists as natural shock absorbers. The achievement of varieties of tone, of the singing, ringing tone, of brilliancy, of delicacy, and of power are all explained in terms of a careful analysis of the ways in which the fingers, hand, wrist, arm, and indeed the whole body function in striking the keys. There are further remarks about how to get a clear staccato and an unblurred legato, about the dangers of undue emphasis on memorization and the need for variety in practicing, and special comments on the use of the pedal, which should be employed with as much precision as the keys. Throughout, specific musical examples are presented as illustrations. The author draws not only upon his own experiences and methods, but upon the examples of Anton Rubenstein and of his teacher, Safonoff, for this remarkably lucid and concise formulation of basic principles.

Drawing on twenty years of teaching experience, author Mark Rush systematically builds the fundamentals of violin playing from the ground up. The book focuses on proper setup from how to stand, to holding the violin, to the best way to move the bow. These are fundamental components necessary for success and the earlier these good habits are established the better.

An in-depth study of nearly one hundred such children, Producing Excellence illuminates the process these young violinists undergo to become elite international soloists. A musician and a parent of a young violinist, sociologist Izabela Wagner offers an inside look at how her young subjects set out on the long road to becoming a soloist. She has studied rehearsals, lessons, and other educational settings--enabled her to gain insight into what distinguishes these talented prodigies and their training. She notes, for instance, the importance of a family culture steeped in the values of the musical world. More than half of these students come from a family of professional musicians and were raised in an atmosphere marked by the importance of instrumental practice, the vitality of music as a vocation, and especially the veneration of famous artists. Wagner also highlights the highly structured, rigorous training system of identifying, nurturing, and rewarding talent, even as she underscores the social, economic, and cultural factors that make success in this system possible. This book sheds new light on the development of exceptional musical talent.

Each issue has 'Life Lessons from notable artists and a 'Teaching and Playing' section with a 'Masterclass' page and a 'Technique' page. The best index to articles in Music Index.

This volume draws together leading researchers and practitioners in voice pedagogy in Australia. The collection is designed to be an ongoing resource for singing teachers, and the publication is aligned with the Australian National Association of Teachers of Singing. The book serves as a snapshot of work in the field, and encompasses voice science, studio pedagogy, regional Australia, and the role of the performer-teacher. It transcends genre boundaries and includes chapters on opera, music theatre, choral music, jazz, worship singing and cabaret.

This engaging and long influential collection of essays looks at the art of singing in its totality. Written in a lively, non-technical style, On the Art of Singing is a comprehensive manual that deals with all aspects of singing, from the physiology and acoustics of the singing voice tocareer-building. Divided into four main sections -- vocal technique, style and interpretation, professional preparation, and vocal pedagogy - the book's structure is such that the reader may pick and choose as personal interests and needs dictate. Containing essential information for all singers,including original research on the mechanics of the voice, this book collects in one volume everything that renowned instructor and singer Richard Miller considers essential to the art of vocal performance. To anyone seeking that elusive state of vocal freedom, whether as a singer or instructor ofsingers, and to anyone else interested in voice, vocal technique or vocal performance, On the Art of Singing will prove an indispensible guide.

Drawing on over thirty years of experience teaching and performing the twentieth century repertoire, Sharon Mabry has written an insightful book for singers and voice teachers who are just discovering the innovative music of the twentieth century. The vocal repertoire of the twentieth century--including works by Schoenberg, Boulez, Berio, Larsen, and Vercoe--presents exciting opportunities for singers to stretch their talents and demonstrate their vocal flexibility. Contemporary composers can be very demanding of vocalists, requiring them to recite, trill, and whisper, or to read non-traditional scores. For singers just beginning to explore the novelties of the contemporary repertoire, this book is a useful guide. The book familiarises readers with the new and unusual notation systems employed by some contemporary composers. It suggests rehearsal techniques and vocal exercises that help singers prepare to tackle the repertoire. And the book offers a list of the most important and interesting works to emerge in the twentieth century, along withsuggested recital programs that will introduce audiences as well as singers to this under-explored body of music.

The Vocal Athlete: Application and Technique for the Hybrid Singer, Second Edition is a compilation of voice exercises created and used by well-known voice pedagogues from preeminent colleges, established private studios, and clinical settings. The exercises focus on various aspects of contemporary commercial music including bodywork, mental preparation, registration, and much more. New to the Second Edition are 20 new singing exercises, updated and expanded exercises, figures, and references throughout. It is a companion to The vocal athlete: application and technique for the hybrid singer.

The Vocal Athlete is written and designed to bridge the gap between the art of contemporary commercial music (CCM) singing and the science behind voice production. The first section explains the structure and function of the voice, beginning with postural alignment with brief overviews of body training methods, including Feldenkrais Method, Alexander Technique, body mapping, myofascial release, Rolfing, yoga, and Pilates. The second section is dedicated to vocal health and fitness and closes with an explanation of the roles and responsibilities of professionals who provide voice care. The final section outlines contemporary voice pedagogy and summarises the theory and research about belting technique. Contemporary pedagogues listed are those who teach commercial music, specifically belting. The fundamental aspects of each methodology are delineated.

This book focuses on the principles and applications of the Alexander Technique and how they can be used to influence and affect the teaching of voice. Maria Weiss, a certified Alexander teacher and singer herself, gives background knowledge about the Alexander Technique, compares the Alexander Technique with various body-mind techniques and uses sources from well-known vocal teachers such as Pietro Francesco Tosi, Manuel Garcia, Kristin Linklater, and Olga Averino, to name just a few, to show that the principles of F. M. Alexander's teachings can be discovered in vocal writings. The author also discusses topics related to singing such as 'posture', breathing, practicing and performing from the view of F. M. Alexander, various Alexander teachers, body-mind techniques, vocal teachers and singers.

The Vocal Athlete: Application and Technique for the Hybrid Singer, Second Edition is a compilation of voice exercises created and used by well-known voice pedagogues from preeminent colleges, established private studios, and clinical settings. The exercises focus on various aspects of contemporary commercial music (CCM) including bodywork, mental preparation, registration, and much more. New to the Second Edition 20 new singing exercises Updated and expanded exercises, figures, and references throughout

For one semester/quarter courses in woodwind methods. Teaching Woodwinds has draws on the authors thirty-five years of experience teaching woodwinds to students. Organized by specific teach topics from the fundamentals of hand and finger position to articulation and intonation. Drawing on a classic set teacher/student duets, the included twenty-five class lessons enable students to learn by doing and by listening as they play duets with the instructor.

In Studio-Based Instrumental Learning, Kim Burwell investigates the nature of lesson interactions in instrumental teaching and learning. Studio lesson activity is represented as a private interaction, dealing with skill acquisition and reflecting a tradition based in apprenticeship, as well as the personal attributes and intentions of participants. The varied and particular nature of such interaction does not always lend itself well to observation or - when observed - to easy interpretation. This presents particular problems for practitioners wishing to share aspects of professional knowledge, and for researchers seeking to explain the practice. Focusing on a single case study of two clarinet lessons, Burwell uses video observations and interviews to analyse collaborative lesson activity, through the 'rich transcription' of performance, verbal and nonverbal behaviours. The foregrounded lesson interactions are also contextualised by the background consideration of social, cultural and institutional frameworks. The research is aimed a helping to create a framework that can support reflection among practitioners as they continually develop their work, not only experientially - through the tradition of 'vertical transmission' from one musician to another - but collaboratively, through the 'horizontal' sharing of good practice.

The Woodwinds: Perform, Understand, Teach provides comprehensive coverage about the woodwind family of musical instruments for prospective instrumental music teachers. What sets this book apart is its focus on how to teach the instruments. Preparing students in the how of teaching is the ultimate goal of the woodwind class and the ultimate goal of this book, which organizes information by its use in teaching beginning instrumentalists. In developing performance and understanding, pre-service teachers are positioned to learn to teach through performance--contrasted with an "old-school" belief that one must first spend much time tediously trying to understand how things work before playing the instruments. The book is organized in three parts: Preliminaries, Teaching the Instruments, and Foundations. Chapters in Teaching the Instruments are organized by instrument (flute, clarinet, saxophone, oboe, bassoon) and, within each instrument, according to how an effective teacher might organize experiences for novice learners. Basic embouchure and air stream are covered first, followed by instrument assembly, then hands and holding. Embouchure coverage returns in greater depth, then articulation, and finally "the mechanism," which includes sections on the instruments of the family, transposition, range, special fingerings, tuning and intonation, and reeds. In Foundations, topics are situated in big picture contexts, calling attention to the broad applicability of information across instruments.

This books offers a practical approach to transforming teaching goals into tangible, achievable musical objectives and effective lesson plans. Their model -- grounded in the latest research in music perception and cognition -- outlines the concrete practices behind constructing effective teaching portfolios, selecting engaging music repertoire for the classroom, and teaching musicianship skills successfully to elementary students of all degrees of proficiency. Addressing the most important questions in creating and teaching Kodaly-based programs, Houlahan and Tacka write through a practical lens, presenting a clear picture of how the teaching and learning processes go hand-in-hand. Their innovative approach was designed through a close, six-year collaboration between music instructors and researchers, and offers teachers an easily-followed, step-by-step roadmap for developing students' musical understanding and metacognition skills. A comprehensive resource in the realm of elementary music education, this book is a valuable reference for all music educators, music supervisors, and students and instructors in music education.

Becoming a Music Teacher is made up of 40 short modules that focus on increasing a teacher's comfort and confidence level when instructing or leading groups. Each module is broken down into four individual components that demonstrate real life transfers from classes to classroom through the components of Personal Awareness, Personal Musicianship, Pre-Conducting, and Professional Knowledge. The Personal Awareness component gives a lesson on good teaching skills by focusing on body awareness, body language, and communication styles rather than abstract theories of education. Personal Musicianship provides a guided learning approach to teaching sight-singing and opportunities to create both vocal and instrumental accompaniments with the songs that are included in the modules. Pre-conducting discusses ways in which certain gestures or concepts could be used in rehearsing a school ensemble through the development of hand/arm independence, posture, and gestures. Professional knowledge links the module to the real world and places it in the context of the workplace. Although the focus is on the skill set required for the classroom, application can be made to one on one lessons and group scenarios in the context of the teaching studio. The modules stand alone and have been designed to be easily integrated into lessons and applied to specific age groups, including adult learners, a demographic many music education students encounter but one rarely discussed in music education classrooms. This text also includes exercises that promote reflection on professionalism, collegiality, and legal factors that affect both students and teachers, not found in most education texts.

Music Education in Your Hands is a textbook for the introductory course in Music Education. Written for future classroom music teachers, the book provides an overview of the music education system , illuminating the many topics that music educators need to know, including technology, teaching methods, curricular evolution, legislation, and a range of societal needs from cultural diversity to evolving tastes in music. It encompasses a broad picture of the profession, and how the future of music education rests in the hands of today's student teachers as they learn how to become advocates for music in our schools. FEATURES A balance of sound historical foundations with recent research and thinking; Coursework that is appropriate in level and length for a one semester introductory course; Actual dialogue between undergraduate music education majors and teachers, illustrating pertinent issues teachers must face; An emphasis on opportunities in the greater community beyond the walls of the school that music teachers should be familiar with; Suggested topics for activities and critical thinking for every chapter; A companion web site including student and instructor resources

This volume contains selected proceedings from the 2013 Symposium on Music Teacher Education hosted at University of North Carolina. It includes papers on ‘Creating vision for music teacher education’, ‘Pedagogy and mission’, ‘Aligning vision with practice’, ‘Teaching free improvisation : building a responsive pedagogy through core practices’ and ‘Envisioning reflection : collaborative self-study in a music education methods course’.

In higher music education, learning in social settings is prevalent, yet understanding of such learning rests heavily on the transmission of knowledge and skill from master to apprentice in both one-to-one and one-to-many contexts. Collaborative Learning in Higher Music Education seeks to respond to the challenge of becoming more conscious of the creative and multiple dimensions of social interaction in learning music, in contexts ranging from interdisciplinary projects to one-to-one tuition, and not least in the contemporary context of rapid change in the cultural industries and higher education as a whole. It brings together theoretical papers and case studies of practice. Themes covered include collaborative creativity, communities of practice, peer-learning, co-teaching as co-learning, assessment and curriculum structures. Chapters illuminate reasons for enabling collaborative learning, and provide exemplars of innovative practice and designs for collaborative learning environments in higher music education. A central purpose of the book is to scaffold change, to help in meeting the rapid changes in society and to find constructive stepping stones or signposts for teachers and students.

Musical identity raises complex, multifarious, and fascinating questions. Discussions in this new study consider how individuals construct their musical identities in relation to their experiences of formal and informal music teaching and learning. Each chapter features a different case study situated in a specific national or local socio-musical context, spanning 20 regions across the world. Subjects range from Ghanaian or Balinese villagers, festival-goers in Lapland, and children in a South African township to North American and British students, adults and children in a Cretan brass band, and Gujerati barbers in the Indian diaspora.