Greetings all. It's been a while. I know I intended on writing a post about the effectiveness of the Kodály method in the classroom but I will be reserving that one for a later date. Instead I decided to turn my attention to the 'true enjoyment of music.' I have been inspired by my recent appointment as a VCE Music Performance examiner to think about why students study music at VCE and why they choose to study music.
When I started my career as a music teacher it was my intention to instil into each student the understanding that music is a study that requires dedication, commitment, study, heartache, joy and precision. While I appreciate that there are many views on music education, I strongly believe that to truly enjoy music to the extent of calling it a ‘fun’ subject is to do it properly. Exposing oneself to as many forms of music in as many contexts at as many times in life with as much knowledge as possible is the true way to enjoying music. I know that this is an aim that may never be 100% achieved, I feel that since becoming a teacher, more students each year come to appreciate that true enjoyment of music. I feel so strongly about this that I often say to students who are considering studying music that I would rather have a class of 4 dedicated and passionate students than a class of 20 students who think music will be an easy ride. I am pleased that the dedication of the students we get in music is becoming stronger each year. It is interesting, however, that there is still a pervading rumour amongst students that music is a ‘bludge’ and ‘easy’ subject. I ask those students why then did they not choose to study music? They soon realise that the level of discipline and commitment needed to properly study music is too great for them. So I guess to a certain degree my aim to get students to appreciate the true enjoyment of music has spread wider than I thought.
Many studies have been conducted on the effect of music on the development of adolescents and one only need take a sample of the award winners in schools in any field to see that most of the recipients are musicians. Music trains more parts of the brain than any other given field of study. Just imagine a solo pianist performing a Beethoven piano sonata that was composed when Beethoven had lost most of his hearing. What you hear at the recital is the product of many hours of labour. And here is the process:
Now imagine this process for 7-10 pieces required for a VCE solo recital program. It’s no wonder that most of our high achievers are musicians in some capacity! So when asked asked what effect learning music has on a person, there is only one answer, ‘a positive one’…if the student is dedicated to truly enjoying music.
I’ll also take this opportunity to plug my new Facebook page. Check it out…facebook.com/toppimusic
When I started my career as a music teacher it was my intention to instil into each student the understanding that music is a study that requires dedication, commitment, study, heartache, joy and precision. While I appreciate that there are many views on music education, I strongly believe that to truly enjoy music to the extent of calling it a ‘fun’ subject is to do it properly. Exposing oneself to as many forms of music in as many contexts at as many times in life with as much knowledge as possible is the true way to enjoying music. I know that this is an aim that may never be 100% achieved, I feel that since becoming a teacher, more students each year come to appreciate that true enjoyment of music. I feel so strongly about this that I often say to students who are considering studying music that I would rather have a class of 4 dedicated and passionate students than a class of 20 students who think music will be an easy ride. I am pleased that the dedication of the students we get in music is becoming stronger each year. It is interesting, however, that there is still a pervading rumour amongst students that music is a ‘bludge’ and ‘easy’ subject. I ask those students why then did they not choose to study music? They soon realise that the level of discipline and commitment needed to properly study music is too great for them. So I guess to a certain degree my aim to get students to appreciate the true enjoyment of music has spread wider than I thought.
Many studies have been conducted on the effect of music on the development of adolescents and one only need take a sample of the award winners in schools in any field to see that most of the recipients are musicians. Music trains more parts of the brain than any other given field of study. Just imagine a solo pianist performing a Beethoven piano sonata that was composed when Beethoven had lost most of his hearing. What you hear at the recital is the product of many hours of labour. And here is the process:
- The note learning stage: the performer must be able to not only read the notes on the page but also interpret them. The notes and markings are more than a formula. Somehow built into the printed music is something called emotion, harmonic function, journey, flair and individuality. The performer, while learning the notes, must think about all its implications.
- The interpretive stage: the performer must have an understanding of the historical context of the work, how it may have been composed, the instrument on which it was composed, the role of music at the time of composition and more specifically the role of this particular sonata in the output of the composer. Then after all of that, the performer must make up his or her mind on what the composer ‘meant’ or wanted to communicate through this composition.
- The training stage: the physical demands on performing are comparable to running and training for a marathon. Music is learnt physically with appropriate and safe muscle use. In this way music is not only visually or aurally memorised, it is also physically memorised. This requires hours of performance practise and becoming so familiar with the music that it becomes as simple as reciting the alphabet.
- The performance stage: the performer, to present a successful recital, must consider venue, position of piano, outfit and communication with the audience. The biggest fear that most performers have is “will the audience get what I’m trying to say with someone else’s music?”
Now imagine this process for 7-10 pieces required for a VCE solo recital program. It’s no wonder that most of our high achievers are musicians in some capacity! So when asked asked what effect learning music has on a person, there is only one answer, ‘a positive one’…if the student is dedicated to truly enjoying music.
I’ll also take this opportunity to plug my new Facebook page. Check it out…facebook.com/toppimusic