A Pedagogy of Abundance or a Pedagogy to Support Human Beings
Approaches to Pedagogy - spectrumcreativearts.org
Transcript of Approaches to Pedagogy - spectrumcreativearts.org
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/