General MusicMusic education as a meaningful practice should include both music learning and music making. More importantly, music educators should also view themselves as music makers as well, or as Rhoda Bernard, head of the music education division at Boston Conservatory, views as the “musician teacher.”Musician teachers are educators of whom are “illuminating and celebrating the fact that making music is so important to music teachers that many, if not most, also make their own music and live rich musical lives outside the classroom.” If educators do not reflect their own musical values into their teaching, their lessons will be meaningless. Philosopher Eleanor Stubley believes that the problem with music education is that educators are looking at themselves as two selves, a teacher and a musician, when they should identity themselves as one musician teacher. What this entails is that musician teachers need to understand the “intricate connection between critical thinking and musical performance,” and not identify themselves as a “music teacher but a musician teacher.”
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Vocal PedagogyAs an aspiring vocal pedagogue, I intend on understanding the foundation for development of an analytic and discerning ear toward the diagnosis of vocal issues in my teaching studio. I will explore a range of vocal teaching techniques in various styles including classical, cross-over musical theatre and pop. I look to better understand the role of rehabilitation and the relationship between the voice teacher and voice therapist, one I think is very important. Finally, I will develop and expand my knowledge of appropriate repertoire for students ranging from late middle school, high school, college and post graduate.
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