APPROACHES TO PEDAGOGY

PEDAGOGY

• Motivation

• Exposition

• Direction of activity

• Criticism

• Inviting imitation

The understanding of how knowledge and skills are exchanged, and the insight into the interchanges that take place during learning.

PEDAGOGY

• Get to know the student/family/home life

• Discover musical preferences and motivations

• Internal and external factors

• Exposure to learning styles and methodologies

• Evaluation of motor skills/body and building on existing skills

• Exploration and creating together

• Discover best options for developing independence

• Setting music based focus area from evaluation

• Finding strategies that work, tools, methods

Considerations for application at Spectrum Creative Arts.

APPROACHES TO PEDAGOGY

• Music therapy & Adaptive lessons

• Review different music methodologies

• 3 Keys to Building Comprehensive Lessons

MUSIC THERAPY AND MUSIC EDUCATION CONNECTIONS

• MT Board Certification Domains

• NOT Therapy VS Education

• So many similarities

Identify client functioning level, strengths, and areas of need within domain areas.

Identify client’s learning styles, preferences, music

background and skills.

To achieve therapeutic goals: Apply the elements of music,

receptive music methods, standard and alternate guitar tunings.

Apply a variety of scales, modes, and harmonic progressions.

Employ functional skills on various instruments.

SO MANY SIMILARITIES

Music Education Music Therapy

REVIEW OF MUSIC METHODOLOGIES

• Orff-Schulwerk

• Kodály

• Dalcroze

• Suzuki

• Gordon, Reggio Emilia

ORFF-SCHULWERK

• combines INSTRUMENTS, MOVEMENT, SINGING, and SPEECH

• four stages of teaching: imitation, exploration, improvisation, and composition

• emphasizes to experience the music first and then analyze or discuss, encourages hands-on approach regardless of skills level

• similar to Bloom’s taxonomy: remember, understand, apply, and then analyze/evaluate/create

• experimentation and improvisation without pressure or stress

KODÁLY

• singing provides the best start to musicianship

• reading music should proceed starting an instrument

• music’s role is intellectual, emotional, physical, social, and spiritual

• solfege is used to help the listener hear patterns and intervals, and understanding phrase prior to adding lyrics

• hand signs are used to help visualize the spatial relationships between notes to aid in proper and correct singing, sight reading, and ear training

• rhythm syllables are used and taught sequentially

DALCROZE

• synthesis of mind, body, and emotions is paramount to meaningful learning

• music should be expressed through purposeful movement, sound, thought, feeling, and creativity

• based on eurhythmics, which teaches rhythm, structure, and musical expression through music

• eurythmics begins with ear training, or solfege, to develop the inner musical ear and is combined with movement

• each movement involves time, space, and force and can be non-locomotor or locomotor

• four types of basic eurythmic exercises: follow, quick reaction, interrupted canon, and canon

SUZUKI• development of the whole child

• begins with listening and repeating, mastering the linguistic process step-by-step

• memorize, build vocabulary, and add environmental, cultural, and social elements

• learn through listening to excellent recordings

• parental support and learn the instrument along with student

3 KEYS TO BUILDING COMPREHENSIVE LESSONS

• Technique

• Repertoire

• Creativity

FOUNDATIONS

Music reading

& Sight-

reading

Artistry & Technique

Music Theory &

Aural Skills

REPERTOIRE

Completed repertoire

Easy reads or “one week

pieces”

Challenging Repertoire

CREATIVITY

Improvising and

Composing

Lead sheet playing

Off-page activities

REFERENCES

• Organization of American Kodály Educators https://oake.org/default.aspx

• The Dalcroze Society of America http://www.dalcrozeusa.org/

• The Gordon Institute for Music Learning http://giml.org/

• The American Orff-Schulwerk Association http://www.aosa.org/

• The Suzuki Association of the Americas http://suzukiassociation.org/teachers/twinkler/

• Alliance for Active Music Making http://www.allianceamm.org/