Basically, encourage your students to have fun with music and with your class. When I surveyed my students, the vast majority said that their favorite thing about my class was my crazy stories. And I actually don’t tell them all that often, but students remember them. This brings them back day after day for another taste of our favorite thing in the world: music!
My husband has always said that the violin is the most uncomfortable instrument in all of creation. He hates the twist of the wrist and feels that… Read more “Violin: The Musical Torture Device”
So… to sum up my rather whiny post… We must all be open to learning from one another, to experiencing that of a friend, and to welcoming new ideas. We must be aware of a negative attitude we might sometimes portray, for this negativity gives an impression of hostility and a mind trapped in a cage.
Today was my first day of the Paul Rolland String Workshop. It has been really interesting. So far, we have done a bit of Alexander Technique, a… Read more “Paul Rolland Workshop Day 1”
In each year of teaching music, I have always had at least one student who was interested in majoring in music education. Many of them have went… Read more “MUSIC ED MAJOR RANT”
In some cases, the students even were able to re-define themselves instead of as “criminal,” into “musician.” One of the inmates even said, “Instead of getting in trouble, just sitting there and play tunes, and stuff.” One student was so effected that he went so far as to dream about “helping out in the community, yeah. Helping other people learn music. Yeah, teach them,”
So that the students feel so at home in your group that their identity transforms from “student” into “musician,” or “violinist,” or my favorite: “orch dork!” You will find that attrition becomes obsolete the more your students identify with your class, your room, and the culture you have created.
tools for changing your mindset so that you can set appropriate goals, achieve them, and continue to experience growth beyond your initial objectives
Recognizing the need for an authentic classroom setting, Crane created a model classroom in which all of her students practiced music teaching. This classroom gave students the balance between musicianship and educational pedagogy which she sought. Crane’s beliefs on Music Education are still prevalent today.