Colleen Conway’s article was about how to have better success in terms rhythm and intonation for beginning instrumentalists. Her main argument is that most students are just thrown into learning a new instrument without having sufficient background knowledge of rhythm and intonation. The main point I think she is trying to bring across is that by thoroughly prepping the beginning instrumentalists with a strong rhythmic and tonal background the higher chances are for better success. Students without this background must learn the “executive skills” and “audiation skills” simultaneously which will cut the learning curve of the student. There was never really any detailed data that supported her data other than her theoretical argument and her own experience implementing her views (which she said worked). I do not disagree agree with Conway at all, it makes sense that with a strong background or any background in rhythm and tonal would greatly help a beginning instrumentalist. And my agreement with Conway stems from my personal experience with learning my first instrument. I did not have sufficient audiation skills and my first few years of learning were hindered by that and until I could better equip myself with those skills I was stuck in a rut. My one concern is that it almost seems as though she allows the general music teacher to get away with not prepping the student with audiation, and as someone who is looking to teach general music I find that unacceptable. The idea of teaching a beginning instrumental class is to teach the instruments (or I believe that now anyways, it is very early in the semester) and the job of equipping the students with audiation should not rest on the shoulders of that teacher. Yes an instrumental teacher should be able to teach audiation for those who need but to me it seems like a waste. I guess that ties into my ideas for using this article in that if I had a feeder general music class to make sure the students are properly equipped by that class to begin instrumental education.
Good Rhythm and Intonation from Day One in Beginning Instrumental Music-Colleen Conway
This article is about teaching the concepts and musical readiness before students begin to learn their instruments. Having a strong elementary general music program is very helpful, but it won’t always happen. Instrumental and general music teachers should work together in creating a strong foundation and sequence in the student’s music education. Students who are “ready” musically have a good rhythmic and tonal foundation and can generally keep a steady beat and can sing in tune. Teaching audiation skills are very important in the “readiness” of a student’s musical training. Notation should come later, after audiation has been taught and understood. Rhythmic readiness includes being able to feel the macro and micro beats. Rote songs are a good method for teaching tonal readiness. Once there is a readiness in tonal and rhythm, then the students can pick up their instruments.
This all sounded very familiar to me since it even states that the process is using Gordon’s MLT. Having become familiar with this method through taking Dr. Taggart’s General Elementary class, I do see the benefits to how students understand music. It is quite performance based, which I know makes some educators leery, but performing is a part of music. Students should be able to experience music in however they feel comfortable, but music always has and always will be a performing art.
Colleen Conway’s article was about how to have better success in terms rhythm and intonation for beginning instrumentalists. Her main argument is that most students are just thrown into learning a new instrument without having sufficient background knowledge of rhythm and intonation. The main point I think she is trying to bring across is that by thoroughly prepping the beginning instrumentalists with a strong rhythmic and tonal background the higher chances are for better success. Students without this background must learn the “executive skills” and “audiation skills” simultaneously which will cut the learning curve of the student. There was never really any detailed data that supported her data other than her theoretical argument and her own experience implementing her views (which she said worked).
ReplyDeleteI do not disagree agree with Conway at all, it makes sense that with a strong background or any background in rhythm and tonal would greatly help a beginning instrumentalist. And my agreement with Conway stems from my personal experience with learning my first instrument. I did not have sufficient audiation skills and my first few years of learning were hindered by that and until I could better equip myself with those skills I was stuck in a rut. My one concern is that it almost seems as though she allows the general music teacher to get away with not prepping the student with audiation, and as someone who is looking to teach general music I find that unacceptable. The idea of teaching a beginning instrumental class is to teach the instruments (or I believe that now anyways, it is very early in the semester) and the job of equipping the students with audiation should not rest on the shoulders of that teacher. Yes an instrumental teacher should be able to teach audiation for those who need but to me it seems like a waste. I guess that ties into my ideas for using this article in that if I had a feeder general music class to make sure the students are properly equipped by that class to begin instrumental education.
-Andrew Miller
John Dillingham
ReplyDeleteGood Rhythm and Intonation from Day One in Beginning Instrumental Music-Colleen Conway
This article is about teaching the concepts and musical readiness before students begin to learn their instruments. Having a strong elementary general music program is very helpful, but it won’t always happen. Instrumental and general music teachers should work together in creating a strong foundation and sequence in the student’s music education. Students who are “ready” musically have a good rhythmic and tonal foundation and can generally keep a steady beat and can sing in tune. Teaching audiation skills are very important in the “readiness” of a student’s musical training. Notation should come later, after audiation has been taught and understood. Rhythmic readiness includes being able to feel the macro and micro beats. Rote songs are a good method for teaching tonal readiness. Once there is a readiness in tonal and rhythm, then the students can pick up their instruments.
This all sounded very familiar to me since it even states that the process is using Gordon’s MLT. Having become familiar with this method through taking Dr. Taggart’s General Elementary class, I do see the benefits to how students understand music. It is quite performance based, which I know makes some educators leery, but performing is a part of music. Students should be able to experience music in however they feel comfortable, but music always has and always will be a performing art.