Guest Post by Simon Reich
Looking at the crystal ball into the future would have had me shaking my head and not believing what I was seeing…
The ubiquitous guitar is falling out of favour with the new generation of musicians.
Yes, you are reading correctly! Both electric and acoustic sales are dropping through the floor. The big guns of the guitar world, Fender and Gibson are facing hardships. In fact, Gibson, have already begun bankruptcy proceedings.
The six-stringed instrument has been the virtual logo for rock and pop since its inception. No-one ever suggested substituting a piano or keyboard as a sexy alternative to the guitar, but it appears that could now be the case.
And while you’re at it, you may need to add a laptop computer as well. Yes folks, these are the items that are causing a huge drop in guitar sales, MIDI keyboards and music software.
Continue reading Piano: the future of music?
Pathways for Teaching
In the minds of many students (and in the case of children, their parents), two questions are constantly lurking –
- How well am I doing? and,
- How can I improve?
I believe teachers should routinely answer these questions, but how best to frame those answers? As a general principle I would suggest that pupils will gain confidence if they have a clear, honest perception of their progress, and goals which are detailed and encouraging.
Graded exams can offer one way – and an important framework – for pupils to gain the meaningful, quantative answers that help foster confidence.
While exams are certainly not without their issues, most of the concerns I see raised relate more to their misuse than to their appropriate use.
In this article I will consider both, and offer a personal perspective on some of the most common concerns. And in conclusion, I will try to provide an answer to the question: Graded Exams – Friend or Foe?
Continue reading Graded Exams: Friend or Foe?
Pathways for Teaching
We all have a “teaching philosophy”, whether we realise it or not.
Mine strongly advocates holistic, personalised, life-centred education. My model of The Three Treasures of Musical Learning is a key component to complement these values.
Paying attention to all Three Treasures – and at all stages of learning, from the youngest beginner to the most advanced professional – leads to deeper learning, fuelling progress and fostering a lifelong love relationship with music.
In this article I will explain what the Three Treasures are, and offer some tips on how focusing on them can help us develop as effective teachers.
Continue reading The Three Treasures of Musical Learning
… 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.
Continue reading Making Music Accessible
Pathways for Teaching
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.
Continue reading Personalised Learning