The Three Treasures of Musical Learning

Pathways for Teaching

We all have a “teaching philosophy”, whether we realise it or not. Mine strongly advocates holistic, personalised, life-centred education, and my model of The Three Treasures of Musical Learning is a key component which complements these values.

In this article I will explain what the Three Treasures are, and offer some tips on how reflecting on them can help us develop as effective teachers.

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Making Music Accessible

… especially to those with dyslexia and other learning difficulties

Guest post by Karen Marshall

I have been teaching students with specific learning difficulties (especially dyslexia) for twenty years now.  It’s been a real journey which has been packed with lots of learning, creativity, patience, joy, challenge but most of all reward.

Reward in being able to share in music making with students who can find music learning has challenges.

It is important to remember that no two students are the same – and especially no two dyslexic or students with special needs. The solutions may need adapting for individual students, or strategies specially selected for them. And also remember that some students with learning difficulties don’t have any problems with music learning at all. One size does not fit all!

The topic is vast. In this post I identify four of the main Guiding Principles for working with students with special needs.

These principles work well across all my teaching – good teaching is, I believe, good teaching! And I am sure many teachers reading this post will do much of what I describe anyway.

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Personalised Learning

Every aspect of music is personal.

A good performance depends on the player’s personal interpretation of the music. Enjoyment, for the listener, depends on their personal response to the music. Which in turn is informed by personal musical taste and experience.

And in the same way, learning to play a musical instrument is a highly personalised experience. In this post we’ll consider why that is true, and what it means in practice.

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