Category: Conferences

Sat 2013 July 27 @ 2:15pm – Building Firm Foundations for Music Literacy by Janna Olson.

Edwin Gordon is a music education researcher who began what is known as the Music Learning Theory (MLT). MLT help students gain audiation. It uses a brain friendly learning sequence.

Ms. Olson shared how MLT has changed her life. MLT helps give students an excellent music education, not just skills in piano playing.

The philosophy:

(1) The process is more important than the performance. Audiation is the focus.
(2) Student motivation (immediate, not long term) and musical independence are the primary focuses.
(3) Everyone has musical aptitude. Aptitude is about potential. When you think about the things required to be a good pianist, they are largely non-musical. Concentration, focus, ability to memorize, grit, work ethic, discipline, etc.
Continue reading “NCKP 2013 (17) – Building Firm Foundations for Music Literacy by Janna Olson” →

Sat 2013 July 27 @ 11:15am – Singing Through Your Instrument, by Scott Donald and Klondike Steadman.

Mr. Steadman began the Orpheus Academy of Music with the intention of being able to offer private and group classes for students and constant interaction between teachers.

Singing is so beneficial because it brings students joy and allows students to internalize the music before playing. Singing is also a helpful tool for teachers to be able to assess understanding.

Among many of the approaches and methods that teachers at the Orpheus Academy bring, the Kodaly approach is fairly central. It begins with listening, goes on to experience through kinesthetics or visuals, and ends with the presentation of a concept. Continue reading “NCKP 2013 (16) – Singing Through Your Instrument, by Scott Donald and Klondike Steadman” →

Sat 2013 July 27 – Teaching Demonstration: It’s Only Natural: Planting the Seeds for Growth in Elementary Teaching, by Amy Glennon and Angela Triandafillou

Ms. Glennon and Ms. Triandafillou suggested that students are like seeds: we must provide the correct environment but we cannot force them to grow. They must grow themselves naturally.

What is the natural learning sequence? Sound, Feel, Sign, then Name.  Go from the general to specific. The presenters showed a number of short video clips showing weekly group classes where students are learning concepts through this method.

One of the activities from the videos was called the “circuit activity.” Students walked like a tight-rope dance on Bass F to the piano, played Bass F, moved to the next station to play Bass F on the next piano, and then to the whiteboard on the table where the marked Bass F, etc.

Ms. Glennon and Ms. Triandafillou showed many more video examples demonstrating this natural learning sequence. It was a great session!

Fri 2013 July 26 @ 3:15 – Teaching Demonstration: Masterclass with Peter Mack.

The three students who played in this masterclass were winners of MTNA competitions. The first student, Katrina Jia, performed the Schumann Arabeske, Op. 18.

Dr. Mack first discussed how gesture is important for establishing the intended mood, even before playing a note. He demonstrated two different gestures for pieces he had in mind and asked the student to guess at the time period, composer, type of piece, and exact title of the piece. It was entertaining to hear the student guess each aspect nearly accurately, based on only the movement observed! The first was a Chopin Nocturne (the Eb major one) and the second was a movement from a Prokofiev sonata.

Then, he suggested that the student consider how to plan to play the theme each time it appears throughout the piece: it could perhaps have different voicing each time. In a piece where a theme is repeated, a teacher should be able to ask, “Play the theme the first time” or “Play the theme the third time” and hear each version. Variety is a wonderful thing. Your favorite food (ice cream) isn’t quite as good anymore after having it five days in a row!  Continue reading “NCKP 2013 (14) – Teaching Demonstration: Masterclass with Peter Mack” →

Fri 2013 July 26 @ 2:15pm – Teaching Piano Using the Dalcroze Method, by Seung-Ji Ryu.

Seung-Ji Ryu is the director of the Hansei Dalcroze Center and is Professor of piano pedagogy at Hansi University in Korea.

Dalcroze believed in connecting movement and music. He was influenced by Laban’s ideas about movement.

Ms. Ryu asked us to clap the rhythm of a melody. She encouraged us to clap musically, thinking about the relationship between time-space-energy.

Dalcroze worked with Clareid, a psychologist, to realize that students focus better with games.

Example of a game used in eurhythmics classes: As the teacher improvises using a simple tune such as “Are You Sleeping?” students listen carefully and respond. When students hear high sounds, they must clap along and when they hear low sounds, they must stamp their feet. Continue reading “NCKP 2013 (13) – Teaching Piano Using the Dalcroze Method, by Seung-Ji Ryu.” →

Fri 2013 July 26 – PEDx3 Sessions

Session #1 – Opening Recital; then “Pirates and the Importance of ‘Lisztening,'” by Jarrod Radnich.

Mr. Radnich began by performing a few of his arrangements and compositions, including the Harry Potter “Hedwig’s Theme,” a beautiful new Christmas arrangement of “God Rest Ye Merry Gentlemen,” his signature arrangement of the “Pirates at the Caribbean” theme (of course!), and “Don’t Stop Believin'”. Mr Radnich is obviously a very talented composer/arranger – his music is so pianistic, yet orchestral.

Then, Mr. Radnich began his presentation. Mr. Radnich’s philosophy is that students can play difficult repertoire if they are inspired. He showed a video example from a young boy on YouTube who hated piano practice and then became greatly inspired by Mr. Radnich’s YouTube video of “Pirates.” Next, he showed a series of similar videos by other students who became similarly inspired and motivated. Continue reading “NCKP 2013 (12) – PEDx3 Sessions” →