New music teachers often struggle to find a way to connect the content learned in college classes with the content that will be taught in the classroom, since the nature of their work demands a high level of both musical and educational ability, while also the skills to switch from tuning an orchestra to leading a marching band or practicing voice parts with a chorus. Becoming a Music Teacher: Student to Practitioner focuses on making the connections between the college music classroom and public school music classroom transparent, visible, and relevant. Award-winning music educators Donald L. Hamann and Shelly Cooper have created a versatile text for music teacher education, and one that will provide a significant resource for music education students across the US.
Based around an innovative organization and approach, Becoming a Music Teacher is made up of 40 short modules that focus on increasing a teacher's comfort and confidence level when instructing or leading groups. Each module is broken down into four individual components that demonstrate real life transfers from classes to classroom through the components of Personal Awareness, Personal Musicianship, Pre-Conducting, and Professional Knowledge. The Personal Awareness component gives a lesson on good teaching skills by focusing on body awareness, body language, and communication styles rather than abstract theories of education. Personal Musicianship provides a guided learning approach to teaching sight-singing and opportunities to create both vocal and instrumental accompaniments with the songs that are included in the modules. Pre-conducting discusses ways in which certain gestures or concepts could be used in rehearsing a school ensemble through the development of hand/arm
independence, posture, and gestures. Professional knowledge links the module to the real world and places it in the context of the workplace, offering advice on how to work with other teachers and administrators, and includes characteristics of successful teachers, the role of schools in contemporary society, and diverse learners. When taken together, these components help the student develop a genuinely rounded skill set for the classroom.
The lessons are activity-based and interactive, allowing readers to experiment, communicate, and provide feedback. The modules are also flexible and have been designed to be easily integrated into a music education classroom and applied to specific age groups, includingadult learners, a demographic many music education students encounter but one rarely discussed in music education classrooms. Each module stands alone, allowing instructors to customize their lesson plans by selecting or highlighting the modules most relevant to their class. This text also includes exercises that promote reflection on professionalism, collegiality, and legal factors that affect both students and teachers, not found in most education texts.
Author(s): Donald L. Hamann, Shelly Cooper
Edition: Illustrated
Publisher: Oxford University Press
Year: 2016
Language: English
Pages: 456
Cover
Becoming a Music Teacher
Copyright
Contents
Preface
What’s in This Book?
How Is This Book Organized?
Why Should I Read and Use This Book?
How Can I Use This Book?
Acknowledgments
An Introduction to the Modules
Module 1. Posture—Kodály—Conducting Posture and Rebound—Our Profession and Decision-Making
Personal Awareness: Body Stance and Balance
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Introduction to Personal Musicianship and Using Kodály Notation
Practice Skill
Pre-Conducting: Elevated Posture and Rebound
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: The Music Education Profession
Discussion
Module 2. Eye Contact—Sight-Singing Steps—Conducting Rebound and Hand/Arm Independence—School Community
Personal Awareness: Eye to Eye
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Steps to Sight-Singing a Melody
Pre-Conducting: Independence Exercise
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Professional Educator—Canine or Feline—You and Your School Community
Discussion
Module 2 References
Module 3. Establishing Carriage—Rhythmic Duration Syllable Systems—Hand/Arm Independence—Classroom Word Choice
Personal Awareness: Walk the Walk
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Rhythm Duration Syllables
Pre-Conducting: Independence Exercises Using Right- and Left-Hand Rebounds
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: The Power of Words
Discussion
Module 3 References
Module 4. Facial Expression—Sight-Singing—Hand/Arm Conducting Independence—Ethics in Teaching
Personal Awareness: Facial Expression—What Do I Look Like?
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Additional Sight-Singing Practice
Pre-Conducting: Independence Exercises Using Right- and Left-Hand Rebounds
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Are You Trustworthy? Ethical and Moral Decisions in Teaching
Discussion
Module 4 References
Suggested Reading
Module 5. Receiving Facial Expression Messages—Body Posture and Singing—Conducting Independence and Rebounds—Diverse Learners
Personal Awareness: Facial Expression—Sending and Receiving Different Messages
Forehead and Eyebrows
Eyes and Eyelids
Nose
Mouth and Lips
Emotions and Facial Signals
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship—Body Posture and Successful Singing
Pre-Conducting: Independence Exercises—Rebounds and Motions
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Diverse Learners
Discussion
Module 5 References
Module 6. Facial Gestures with Hands—Breathing and Singing—Conductor Cueing—Classroom Modeling
Personal Awareness: Facial Expressions—Hands with Facial Gestures
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Connecting Breathing and Singing
Pre-Conducting: Precursor to Cueing
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Modeling in the Music Classroom
Discussion
Module 6 References
Module 7. Visual Scanning—Vocal Exploration—Conducting Crescendos and Diminuendos—Teaching Adolescents
Personal Awareness: Visual Scanning I
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Vocal Exploration and Singing Sensations
Pre-Conducting: Precursor to Dynamic Contrast Indications
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Teaching Adolescents, “The Unpredictables”
Discussion
Module 7 Reference
Suggested Readings
Module 8. Visual Scanning—Vocal Exploration and the Wave—Conducting Cutoff Gestures—Teaching Music in Early Childhood
Personal Awareness: Visual Scanning II
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Vocal Exploration and the Wave
Pre-Conducting: Cutoff Gestures I
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Teaching Music in Early Childhood
Discussion
Module 8 References
Module 9. Connective Eye Contact—Improvisation in Singing—Conducting Cutoff Gestures—Communicating with Students
Personal Awareness: Visual Contact—Connective Eye Contact
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Improvisation as a Tool for Expressive Singing
Pre-Conducting: Cutoff Gestures II
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Learning to Listen
Discussion
Module 9 References
Module 10. Visual Awareness and Facial Gestures—Singing Intervals—Conducting the 4/4 Pattern—Goals and Objectives
Personal Awareness: Combining Visual Awareness with Facial Gestures I
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Singing through Large Ascending Intervals
Pre-Conducting: 4/4 Conducting Pattern
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Goals and Objectives
Discussion
Module 11. Reading Individuals—Lip Trills in Vocal Warm-Up—Conducting the 3/4 Pattern—Lesson Planning
Personal Awareness: Combining Visual Awareness with Facial Gestures II
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Lip Trills as a Warm-Up
Pre-Conducting: 3/4 Conducting Pattern
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Introduction to Lesson Planning
Discussion
Module 11 References
Module 12. Identifying Facial Gestures—Solfège Syllables—Conducting the 2/4 Pattern—Assessment
Personal Awareness: Combining Visual Awareness with Facial Gestures III
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Solfège Syllables and Standard Notation Placement
Pre-Conducting: 2/4 Conducting Pattern
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Assessment
Discussion
Module 12 Reference
Module 13. Emotions—Resonance through Humming—Preparatory Gestures in 4/4—Motivation
Personal Awareness: Combining Visual Awareness with Facial Gestures IV
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Discovering Resonance through Humming
Pre-Conducting: Preparatory Gesture for the Downbeat in 4/4 Meter
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Motivation
Discussion
Module 13 References
Module 14. Identifying Expressions—Building Triads—Preparatory Gestures in 3/4—Learning Theories
Personal Awareness: Combining Visual Awareness with Facial Gestures V
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Building Triads with Solfège
Pre-Conducting: Preparatory Gesture for the Downbeat in 3/4 Meter
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Learning Theories
Discussion
Module 14 Reference
Module 15. Identifying Expressions—Triads Using Inversions—Preparatory Gestures in 2/4—Jean Piaget
Personal Awareness: Combining Visual Awareness with Facial Gestures VI
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Building Triads Using Inversions
Pre-Conducting: Preparatory Gesture for the Downbeat in 2/4 Meter
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Jean Piaget
Discussion
Module 15 Reference
Module 16. Facial and Body Gesture Awareness—Chord Building—Preparatory Gestures in 4/4—Jerome Bruner
Personal Awareness: Facial and Body Gesture Awareness I
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Chord Building with Roman Numerals
Pre-Conducting: Preparatory Gesture for the Anacrusis in 4/4 Meter
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Jerome Bruner
Discussion
Module 16 References
Module 17. Identifying Facial and Body Expressions—Singing Ascending Leaps—Preparatory Gestures in 3/4—Asking Good Questions
Personal Awareness: Facial and Body Gesture Awareness II
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Practicing Small Ascending Leaps
Pre-Conducting: Preparatory Gesture for the Anacrusis in 3/4 Meter
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Asking Good Questions
Discussion
Module 17 References
Module 18. Body Expression Awareness—Singing Large Ascending Leaps—Preparatory Gestures in 2/4—Teaching Flexibility
Personal Awareness: Facial and Body Gesture Awareness III
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Practicing Large Ascending Leaps
Pre-Conducting: Preparatory Gesture for the Anacrusis in 2/4 Meter
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Flexibility
Discussion
Module 18 References
Module 19. Upper- and Lower-Body Gestures—Breath Support—Preparatory Gestures in 4/4—Emotions in the Classroom
Personal Awareness: Facial and Body Gesture Awareness IV
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Sprinkler Hose Warm-Up
Pre-Conducting: Preparatory Gesture to Begin on Beat Two in 4/4 Meter
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Emotions in the Classroom
Discussion
Module 19 References
Module 20. Mixed or Congruent Messages—Articulators in Vocal Production—Preparatory Gestures in 4/4—Teacher Emotions
Personal Awareness: Facial and Body Gesture Awareness V
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Getting to Know Your Articulators
Pre-Conducting: Preparatory Gesture to Begin on Beat Three in 4/4 Meter
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Teachers Have Emotions
Discussion
Module 20 References
Module 21. Wind Instrument Body Gestures—Raising the Soft Palate—Conducting Preparatory Gestures—Learning Communities
Personal Awareness: Facial and Body Gesture Awareness VI
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Smell the Flowers
Pre-Conducting: Preparatory Gesture to Begin on Beat Two in 3/4 Meter
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Creating Community
Discussion
Module 21 Reference
Module 22. Body Gestures—Soft Palate—Independence while Conducting—Advocacy Statements
Personal Awareness: Facial and Body Gesture Awareness VII
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Be Surprised
Pre-Conducting: Developing Independence while Conducting the 4/4 Pattern
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Advocacy Practice
Partner/Small-Group Activity
Module 23. Body Gestures Playing Bowed String Instruments—Relaxed Vocal Tone—Independence in Conducting 3/4—Applying Knowledge in the Classroom
Personal Awareness: Facial and Body Gesture Awareness VIII
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: SING AH
Pre-Conducting: Developing Independence while Conducting the 3/4 Pattern
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Transfer of Learning
Partner/Small-Group Activity
Module 23 References
Module 24. Body Gestures Playing Bowed String Instruments—Outlining Tonic—Independence in Conducting 2/4—Public-Speaking Skills
Personal Awareness: Facial and Body Gesture Awareness IX
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Introduction to la-Based Minor
Pre-Conducting: Developing Independence while Conducting the 2/4 Pattern
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Listening and Public-Speaking Skills
Partner/Small Group Activity
Module 24 Reference
Module 25. Body Gestures in a Full Orchestra Setting—Singing in la-Based Minor—Cueing on the Downbeat—Improving Public Speaking
Personal Awareness: Facial and Body Gesture Awareness X
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Singing a Melody in la-Based Minor
Pre-Conducting: Cueing on the Downbeat while Conducting the 4/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Removing Fillers and Empty Language
Group Activity
Module 25 References
Module 26. Continued Body Gesture Awareness—la-Based Minor—Cueing on Beat Two—Music Performance Anxiety
Personal Awareness—Facial and Body Gesture Awareness XI
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: la-Based Minor in Standard Notation
Pre-Conducting: Cueing on the Second Beat while Conducting the 4/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Music Performance Anxiety
Discussion
Module 26 References
Module 27. Proximity and Gestures—Breath Management—Cueing on Beat Three—Avoiding Performance Injury
Personal Awareness: Proximity and Gestures I
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Breath Management
Pre-Conducting: Cueing on the Third Beat while Conducting the 4/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Avoiding Performance Injury
Discussion
Module 27 References
Module 28. Gesture Identification—Hydration—Cueing on Beat Four—Classroom Management
Personal Awareness: Proximity and Gestures II
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Hydration
Pre-Conducting: Cueing on the Fourth Beat while Conducting the 4/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Classroom Management I
Discussion
Module 28 Reference
Module 29. Identifying and Initiating Gestures—Building Triads in la-Based Minor—Cueing on the Downbeat in 3/4—Positive Management Techniques
Personal Awareness: Proximity and Gestures III
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship—Building Triads with Solfège in la-Based Minor
Pre-Conducting: Cueing on the Downbeat while Conducting the 3/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Classroom Management II
Discussion
Module 30. Facial and Physical Gestures—Voice-Leading Patterns—Cueing on Beat Two in 3/4—Implementing Classroom Management
Personal Awareness: Proximity and Gestures IV
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Voice-Leading Patterns in la-Based Minor
Pre-Conducting: Cueing on the Second Beat while Conducting the 3/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Classroom Management III
Classroom Setup
Class Activity
Suggested Readings
Module 31. Nonverbal Music Directives—Diction—Cueing on Beat Three in 3/4—Adult Learners
Personal Awareness: Nonverbal Music Directives I
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Diction
Pre-Conducting: Cueing on the Third Beat while Conducting the 3/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Teaching Music to Adult Learners
Discussion
Module 31 References
Module 32. Speechless Lessons—Pure Vowels—Cueing on the Downbeat in 2/4—Analogies and Metaphors
Personal Awareness: Nonverbal Music Directives II
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Pure Vowels
Pre-Conducting: Cueing on the Downbeat while Conducting the 2/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Analogies and Metaphors for Learning
Discussion
Module 32 References
Module 33. Speech Comprehension and Projection—Warming Up on Pure Vowels—Cueing on Beat Two in 2/4—Traits of an Effective Teacher
Personal Awareness: Vocal Exercises I—Speech Comprehension—Projection and Dynamics
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: A Warm-Up for Pure Vowels
Pre-Conducting: Cueing on the Second Beat while Conducting the 2/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Effective Teaching I
Small-Group Activity
Assignment
Module 33 References
Module 34. Speech Comprehension—Mental Imagery—Indicating Crescendos and Diminuendos in 4/4—Examining Effective Teacher Traits
Personal Awareness: Vocal Exercises II—Speech Comprehension—Enunciation and Articulation
Classroom Setup
Exercise: Enunciation and Articulation
Assignment
Observation
Personal Musicianship: Mental Imagery and Singing
Pre-Conducting: Indicating Crescendos and Diminuendos while Conducting the 4/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Effective Teaching II
Module 35. Pauses in Speech—Vocal Health—Indicating Crescendos and Diminuendos in 3/4—Importance of Personal Resilience
Personal Awareness: Vocal Exercises III—Speech Comprehension—Pauses
Classroom Setup
Exercises: Pauses
Assignment
Observation
Personal Musicianship: Vocal Health
Pre-Conducting: Indicating Crescendos and Diminuendos while Conducting the 3/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Effective Teaching III
Discussion
Module 35 References
Module 36. Varying Speaking Tempi—Body Warm-Up Sequence—Indicating Crescendos and Diminuendos in 2/4—Legal Issues in the Classroom
Personal Awareness: Vocal Exercises IV—Speech Comprehension—Rate of Speech
Classroom Setup
Exercise
Assignment
Observation
Personal Musicianship: Body Warm-Up Sequence
Pre-Conducting: Indicating Crescendos and Diminuendos while Conducting the 2/4 Pattern
Classroom Setup
Exercises
Assignment
Observation
Professional Knowledge: Legal Issues I
Discussion
Assignment
Module 36 Reference
Module 37. Vocal Emotion—Diaphragmatic Action—Cutoff Gesture in 4/4—Legal Issues II
Personal Awareness: Vocal Exercises V—Speech Comprehension—Vocal Emotion
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Connecting the Breath I
Pre-Conducting: Performing Cutoff Gesture A while Conducting the 4/4 Pattern
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Legal Issues II
Module 38. Vocal Inflection—Diaphragmatic Action—Cutoff Gesture in 4/4—Collegiality
Personal Awareness – Vocal Exercises VI—Speech Comprehension—Vocal Inflection (Accent and Pitch)
Classroom Setup
Exercises
Assignment
Observation
Personal Musicianship: Connecting the Breath II
Pre-Conducting: Performing Cutoff Gesture B while Conducting the 4/4 Pattern
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Collegiality
Discussion
Module 38 References
Module 39. Combining Verbal and Nonverbal Elements—Moving toward Artistry—Cutoff Gesture in 4/4—Formulating a Philosophy of Music
Personal Awareness: Combining Verbal and Nonverbal—The Two-Minute Speech
Two-Minute Speech Template
Personal Musicianship: Moving toward Artistry I
Small-Group Activity
Pre-Conducting: Performing Cutoff Gesture C while Conducting the 4/4 Pattern
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Formulating Your Philosophy of Music Education
Discussion
Assignment
Module 39 References
Suggested Readings
Module 40. Verbal and Nonverbal Elements in a Speech—Defining Artistry—Cutoff Gestures in Various Meters—A Successful Music Education Career
Personal Awareness: Combining Verbal and Nonverbal—The Two-Minute Speech
Personal Musicianship: Moving toward Artistry II
Small-Group Activity
Pre-Conducting: Performing Cutoff Gestures A, B, and C while Conducting the 3/4 and 2/4 Patterns
Classroom Setup
Exercise
Assignment
Observation
Professional Knowledge: Recipe for a Successful Music Education Career
Assignment
Module 40 References
Index
