What is Ear Training, Where and Why Does it Apply, and Should Ear Training be Taught to High School Students? Music educators have a large responsibility on teaching and building on their students’ musical techniques and skills, many of which go beyond just the performance aspect of music itself and in the education setting. Along with solo and ensemble performance, students engage themselves and progress their musical ability through learning literacy, theory, history, technology, and composition, some of which overlap. With this being said, students learn the basis of these subsets and the skills and techniques that interchange and interlink them, one of which will be the main focus of this paper – ear training. Not only will there be a
Ho, Cheng and Chan (2003) worked with ninety 6-15 years old children come to a determination that those with music training had substantially better verbal memory and operating holdup. Moreover, musical skills have strong correlations with phonological and phonemic awareness which are directly linked with literacy. In order to become successful readers it is extremely important for children to have an ability to recognize that words are composed of segregated sound units and use this knowledge in reading and building of words. The results of research which is examined phonological awareness, musical performance, and early reading skills of 100 preschooler children show that music skills strongly correlated with both ,
In summary, their job is to teach kids how to read music and play a string instrument in a group with kids who play either the same or different orchestra instrument. For the most part, A orchestra teacher requires a lot of experience in music, playing instruments, a bachelors degree, patience,
According to Johns Hopkins School of Education’s website, bringing in music to a classroom could result in altering one’s brain wave, a higher level of concentration, and increased attention and imagination (Brewer 1995). These are very similar to the positive outcomes that Romick discussed in his article that he noticed occurring in his classroom after creating lesson plans correlated with songs. Also similar to Romick’s beliefs, Chris Boyd Brewer states, “Music will activate students mentally, physically, and emotionally and create learning states which enhance understanding of learning,” which will not only benefit the teacher, but also the student while gaining a greater knowledge in the class (Brewer 1995). The music helps create different feelings to emerge, inspiring creativity and a different outlook than simple textbook related material. Another well given point I found that was stated by another ELA teacher, Heather Wolpert-Gawron, was that music enhances the brain and inspires great writing prompts or poetry connections, similar to what Romick referred to as well (Gawron
According to Alchin’s website, Queen Elizabeth employed more than seventy singers and musicians. Among her favorites were Robert Johnson,Thomas Campion, and William Byrd (“Music”). Aside from court music,
As a result of all of these workshops, I have a greater appreciation for the Arts and now understand why people like Debbie Allen are very active in keeping the Arts in our school systems around the world. How did this workshop experience differ from the previous ones? The Musical Theatre Workshop required more creative and less structured movements than the other workshops; however, the same amount of flexibility and focus on technique was required to be successful in the movements.
Because of this and many other reasons is why musical rhymes and songs hook certain information into the brain. Remember “I before E except after C”? I am sure you do and read that statement just as you sung it while in primary school. It is examples like this that I find interesting and relatable to my own
“People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance. They are gifted with the ability to compose, sing, or play instruments.” (Martinez) They learn best through lectures and often use music and rhythm to memorize things.
Consulting the former teacher will help to determine the level at which the teacher should begin with. Classroom discussions and previous assessment records can be a source of assistance for the teacher. Rationale of Music in school: It is very important for the music teachers to be well aware of the reason why music is incorporated in academics. As the music teachers should have a clear idea of the aims and objectives, themes, strategies and resources to be used as per school policies.
A band director can teach students on a middle school level up to a college level depending on his or her degree. As the students mature, the band director should see exponential growth in the students ' playing ability. A band director teaches students how to play their intruments well and to fluently read and interpret music. Students should be exposed to a variety of different genres of music. Band directors may also give private lessons to students who wished to be above average or that simply need some one on one help.
Being that we all learn and process information differently, we need to know what our preferred learning in order to increase our performance in school. I plan to take this information and use it to focus on my strengths and strengthen my
Music is a good motivator because the students have energy and they are focus on what they are doing and by doing that, they get rewarded. All in all, music is a good motivator to doing work in class. Music is a good tool towards having control over the class. “Ms. Chester responded by saying: ‘For history, we do music of the time period to get a more emotional look at the era. Plus classical stuff helps [the class] calm down and focus.’ ”