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ERIC Number: EJ857135
Record Type: Journal
Publication Date: 2009
Pages: 3
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: ISSN-1048-3713
Brain-Compatible Music Teaching
Kenney, Susan
General Music Today, v23 n1 p24-26 2009
Teachers of young children probably spend more time teaching songs than any other aspect of music. Song literature is the foundation of music learning. Hundreds of songs, songbooks, and recordings of songs are available for teachers of young children. Two ways have been suggested as appropriate for teaching songs by rote: (1) the phrase-by-phrase approach; and (2) the whole-song approach. In the last half of the 20th century, the phrase-by-phrase approach predominated. The whole-song method is more consistent with the oral/aural tradition of transferring music culture among the folk. In addition, it provides a way of learning that is more consistent with the natural way children learn songs at play. In this article, the author suggests that teachers rethink "how" they teach songs and discusses the brain-compatible ways of music teaching. At first it may seem that brain-compatible ways of teaching are more difficult. Clear singing from the students is not immediate, and teachers must be willing to wait and to trust the children to self-correct if initial inaccuracies occur. Children must be allowed more freedom to explore to solve problems. Those involved in brain research education acknowledge that it does take a more sophisticated way of teaching. However, the most difficult part for music teachers may be learning to switch teaching paradigms. And the singing game may be an easy place to begin. Once the teacher learns to trust that the children will learn in the context of the whole singing game experience, the teaching is actually easier because the children take more responsibility for their own learning. In addition, the experience is more joyful, often resulting in fewer management issues and more thorough mastery of the song. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A