Music Theory – Pianodao

Samantha Coates in Conversation

Exclusive interview with best-selling author Samantha Coates

Sydney-based music teacher and author Samantha Coates dazzled at this year’s Music Education Expo event, with a presentation brimming with energy and enthusiasm.

It was a pleasure to catch up with her afterwards to talk about her publications. In a warm, wide-ranging conversation, we discussed the importance of literacy, music theory and sight-reading, as well as Samantha’s recently developed passion for rote teaching.

But first I wanted to know more about Samantha’s back story …

ABRSM: New Directions 2019

Exclusive Interview with Michael Elliott, Chief Executive, ABRSM

Having attended a few ABRSM conferences in recent years, the teachers’ conference last Saturday was notable in many ways. On a visible front, it was noticeable that having sold out well in advance, the venue was teeming with enthusiastic professionals.

More subtly, it seemed to me that ABRSM as an organisation was invigorated, the spring back in its collective step, its message an overwhelmingly positive one, in spite of the challenges which presently face music education.

Against this backdrop, it was unusual too that in his welcome address, ABRSM’s Chief Executive Michael Elliott refrained from listing a string of achievements and announcements for the future, as has typically been the case.

Happily, I later in the day had the chance to sit down with Michael, together with ABRSM’s new Communications Officer Kerry Sheehan, to follow up on a few announcements from previous years and other rumours doing the rounds.

Michael gave generous and full answers, outlining his vision and a raft of forthcoming developments which will undoubtedly please readers here. And he was happy for me to audio record our interview and publish this full transcript, in which I hope readers will capture something of his enthusiasm and positive message!

Continue reading ABRSM: New Directions 2019

Should we still teach students to hand-write music?

An article on the BBC News website last weekend highlighted an interesting controversy from the world of education: Do we need to teach children joined-up handwriting?

The issue is back in the news because the US state of Illinois has passed a law requiring school students to learn “cursive” – joined-up handwriting – overriding the governor’s veto.

Apparently, elsewhere in the US and in some other countries, schools have dropped the skill from the curriculum or made it optional.

Certainly some teachers and parents are concerned that the introduction of joined-up handwriting can prove to be a significant roadblock in childrens’ education.

And the BBC article points out that few adults ever use joined-up handwriting, and most of us rarely write by hand at all, except for the occasional shopping list or post-it note. The block hand-writing of a young child is sufficient for this, given that most of us use electronic devices, apps and software for any serious written communication.

And of course, the same arguments about educational roadblocks and 21st-century relevance might be made with regard to teaching music pupils to write fluent, accurate and detailed music notation by hand: Should we be teaching students to write music by hand at all?

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