LEARNING IS CHANGE …..
USING OUR SENSES!
SHORT TERM
CHUNKING INFORMATION
TOGETHER
SIGHT – VISUAL INSTRUCTION BY
DEMONSTRATION OR MATERIAL
HEARING – MUSIC RECORDING EXAMPLES
Memory AND/OR INSTRUCTOR PLAYS INSTRUMENT
TOUCH – ABILITY TO TOUCH AND DISCOVER
HOW THE INSTRUMENTS FUNCTION
VS.
DECLARATIVE - ALLOWS US TO NAME, EXPLAIN AND TALK ABOUT MUSIC
LONG TERM
CHILDHOOD AND CLASSROOM
MEMORIES
PROCEDURAL - PROCEED TO PLAY THE CHOSEN INSTRUMENT
&
ABILITY / PRIOR KNOWLEDGE / MOTIVATION
ABILITY – THE CAPACITY WITH WHICH WE WERE BORN THAT ENABLES US TO ACQUIRE NEW SKILLS AND KNOWLEDGE
VARIES.
STRENGTHS VS. WEAKNESSES
PARENTS ARE MUSICALLY INCLINED NO FAMILY HISTORY OF MUSIC
GROWING UP IN A HOME WITH MUSICAL INSTRUMENTS NO MUSICAL INSTRUMENTS OR
OR MUSIC BEING PLAYED MUSIC PLAYED IN THE HOUSE
BORN WITH PERFECT PITCH OR A BEAUTIFUL TONE DEAF, AWFUL AT SINGING
SINGING VOICE NO RHYTHM AT ALL
DANCE/RHYTHM IN CLASSES OR
FAMILY EVENTS MOTIVATION – DESIRE TO ACHIEVE SOMETHING
PRIOR KNOWLEDGE – WHAT A PERSON
VALUE – THE INSTRUCTOR HAS AN IMMENSE AMOUNT OF MUSIC
ALREADY KNOWS ABOUT WHAT HE OR
KNOWLEDGE THEREFORE STUDENT WILL GET MORE VALUE OUT OF
SHE IS BEING TAUGHT
THE COURSE
MOOD – INSTRUCTOR NEEDS TO CREATE AN ATMOSPHERE THAT
MUSICAL BACKGROUND IN THE FAMILY
MAKES THE STUDENTS WANT TO LEARN IN A POSITIVE ENVIRONMENT
TOOK MUSIC LESSONS PRIVATELY
CONFIDENCE – INSTRUCTOR NEEDS TO GIVE THE STUDENTS ENOUGH
TOOK MUSIC CLASS IN SCHOOL
ENERGY AND ENTHUSIASM SO THEY CAN ACCOMPLISH THEIR GOALS
WHAT’S IN WHAT IS MY
IT FOR ME? BACKGROUND?
READINESS EXPERIENCE
FIND OUT THEIR MUSIC HISTORY, CULTURAL
*ALWAYS FOCUS TRAINING ON YOUR
LEARNER’S NEEDS SO….. 4 KEY BACKGROUND, STRENGTHS AND WEAKNESSES
DEPENDING ON THEIR EXPERIENCE WITH MUSIC,
FIND OUT1. WHAT THEY WANT TO ACHIEVE
Readiness
IN THE CLASS
ADULT USE APPROPRIATE VOCABULARY AND SLOWLY
INCORPORATE MORE MUSIC TERMINOLOGY
WHAT ARE THEIR PRIORITIES AND LEARNING DRAW OUT ANYTHING THAT CAN BE VISUAL AND
ATTITUDES FOR LEARNING MUSIC
SHOW THEM ANYTHING IS POSSIBLE IF YOU PRINCIPLES GET THEM TO DRAW/COPY IT AS WELL
LISTEN, WANT TO LEARN, AND PARTICIPATE
I WANT TO BE LET ME
IN CHARGE!
TRY!
AUTONOMY ACTION
ALWAYS STRESS PRACTICING
CREATE AS MANY OPPORTUNITIES FOR CLASS
ONCE LEARNERS ARE COMFORTABLE WITH THE
PARTICIPATION
BASICS, HAVE THEM APPLY THEIR LEARNING
ASK FOR IDEAS, SUGGESTIONS AND/OR EXAMPLES OF
IMMEDIATELY EX. PLAY A SONG THEY HAVE ALWAYS
WHAT THEY WANT TO LEARN AND/OR PAST
WANTED TO LEARN
SITUATIONS
ONCE THEY HAVE UNDERSTOOD THE THEORY ASPECT,
REINFORCE INDEPENDENT AND INNOVATIVE IDEAS
HAVE THEM APPLY IT EX. WRITE THEIR OWN SONG
PLANNING
DOES THE LEARNER WANT TO ACHIEVE THEIR EXPECTATIONS? IF YES…
WILL THE LEARNER PRACTICE DAILY?
WILL THE LEARNER ASK QUESTIONS IF THEY DO NOT UNDERSTAND?
DOES THE LEARNER HAVE AN INSTRUMENT AT HOME OR WILLING TO RENT OR BUY ONE?
DOES THE LEARNER HAVE A DESIGNATED ROOM AT HOME FOR LEARNING AND PRACTICING
AWAY FROM ANY DISTRACTION?
IS THE LEARNER WILLING TO CREATE A PRACTICE SCHEDULE IN ADDITION TO THE CLASSES?
SELECTING
EXPLAIN WHAT THE INSTRUCTOR’S EXPECTATIONS ARE OF THE LEARNERS.
WILL THE LEARNERS KEEP FOCUSED IN CLASS AND OUT OF CLASS WHILE PRACTICING?
WHAT ARE OUR GOALS (AS A GROUP AND INDIVIDUALLY) AND WILL WE ACCOMPLISH THEM?
PROVIDE THEORY KNOWLEDGE WITH DRAWINGS/EXPLANATIONS THAT ARE APPROPRIATE TO
WHAT THE INDIVIDUALS ARE LEARNING.
CREATE TESTS AND OPPORTUNITIES THAT CONCENTRATE ON WHAT HAS BEEN TAUGHT WEEKLY.
CONNECTING
HAVE LEARNERS REMEMBER ANY MUSICAL HISTORY FROM THEIR PAST AND LINK WITH THE
CURRENT LESSONS.
USE ANY FAMILIAR EXAMPLES (IE. CURRENT MOVIES, MUSIC ON THE RADIO) THAT CAN HELP
LEARN A NEW CONCEPT BETWEEN THE KNOWN AND THE UNKNOWN.
TUNING
PROVIDE AS MUCH PRACTICE/REPETITION AS POSSIBLE SO THE LEARNER CAN APPLY
IMMEDIATELY.
CREATE SIMPLE (AND KNOWN) EXAMPLES THEN GRADUALLY INCREASE THE DIFFICULTY.
CREATE A VARIETY OF WAYS TO PRACTICE AND LEARN MUSIC (IE. GAMES, MUSIC LISTENING AND
PLAYING).
CREATE EVALUATIONS AFTER CERTAIN KEY LEARNING POINTS TO MAKE SURE THE LEARNER
COMPREHENDS THE CONTENT.
MONITORING
HAVE THE LEARNERS PLAY ALONG TO BACKGROUND MUSIC SO THEY EXPERIENCE PLAYING IN
AN ENSEMBLE.
HAVE THE LEARNERS PERFORM WEEKLY LESSON SONGS IN FRONT OF OTHERS SO THEY HAVE A
CHANCE TO BE EVALUATED BY THEIR PEERS.
RECORD LEARNERS PLAYING TO PROVIDE INSTRUCTOR FEEDBACK AND PERSONAL FEEDBACK.
ASK LEARNERS WHERE THEY ARE HAVING DIFFICULTIES.
CLUSTERING – DIFFERENT WAYS TO RETAIN
INFORMATION. ANY FORM OF LOGICAL GROUPING
FACILITATING PERCEPTION, COMPREHENSION,
1 SPATIAL - LAYING OUT
INFORMATION TO BE
STORAGE AND RETRIEVAL. LEARNED IN SOME KIND OF
VISUAL MANNER
CIRCLE OF 5ths &
CIRCLE OF 4ths
6 ADVANCE
LOOKING AHEAD TO
MEMORY AIDS
6 COGNITIVE FUTURE
INFORMATION. LINKS
TOOLS OF RETENTION
EASY WAY TO STRATEGIES PRIOR KNOWLEDGE TO
NEW MATERIAL AND
REMEMBER LETTERS, MAKES COMPARISONS
WORDS, IMAGES MENTAL METHODS WE AND LOGICAL
THAT HELP LEARNERS LINKAGES.
USE TO STUDY AND
STORE AND RETRIEVE
LEARN WITH BASIC NOTATION
MORE COMPLEX
LEARNING LEADS TO
MATERIAL
PLAYING AND/OR
CREATING SONGS.
ACRONYMS,
3
ACROSTICS/RHYMES/
KEY WORDS/FLASH
CARDS/MEMORY
GAMES
IMAGE-RICH COMPARISON
5 4
ANALOGIES, METAPHORS AND COMPARISONS
CONNECTION BETWEEN WHAT LEARNERS
ALREADY KNOW (THE FAMILIAR) AND WHAT IS
TO BE LEARNT
REPETITION – PRACTICE….PRACTICE…..PRACTICE!
References:
Stolovitch, H. D., Keeps, E. J., & Rosenberg, M. J. (2020). Telling Ain’t Training. Alexandria, VA: ASTD Press.
https://www.pinterest.ca/pin/524810162797301126/
https://takelessons.com/blog/reading-piano-notes
https://en.wikibooks.org/wiki/Piano/Reading_Music
https://www.teacherspayteachers.com/Product/Music-Symbols-BINGO-4393289
https://www.cartoonstock.com/directory/p/piano_player.asp
https://www.shutterstock.com/search/stick+man+creative
https://www.musicnotes.com/now/tips/circle-of-fifths-guide/
https://www.dreamstime.com/eyeball-cartoon-mascot-character-magnifying-glass-eyeball-cartoon-mascot-character-
magnifying-glass-illustration-image120113530#_
https://plannersweb.com/1996/10/bending-your-ear/ear-big-listening/
https://www.redbubble.com/i/poster/Music-Dynamics-Chart-Music-Theory-Aid-Read-Music-by-
JackCurtis1991/48336780.LVTDI
https://www.teacherspayteachers.com/Product/Music-flashcards-846499
https://www.twinkl.ca/resource/t2-mu-007-musical-notation-cards
https://www.pngitem.com/middle/bJbhJb_ankreuzen-clipart-symbol-symbol-check-in-a-box/
