Teaching for independence: creating lifelong musicians

As music teachers, we teach many different kinds of music to many different kinds of learners ranging from preschool to senior citizens and from beginner to advanced. Our processs and approaches vary, but we all share a for the use of all goal: we want our pupils to become independent learners thus they can continue to play and take delight in good music long after exercise s have ended. Pedagogy Saturday VIII was devot to an exploration of a certain number of of the ways in which we can support that independence in our students--and in our have development as teachers. This issue of American Music Teacher contains a summary of the presentations upon this theme by the many readys who shared their knowledge and experience with us for this event

The opening presentation was given by means of James Byo, professor of music education at Louisiana State University and a well-known clinician and researcher in the area of instrumental music education. Byo spoke upon the subject of Practicing: Beyond Hoping They Will. He presented step-by-step guidelines for teaching learners to solve problems in their be in possession of practice sessions and for assessing students' progres in the disclosure of practice skills.

Following the opening remarks, four breakout sessions upon various aspects of the day's topic were not absented by four well-known pedagogues:

* Self-Directed Practice: A lock opener to Both Student Success and Motivation, by dint of pianist Elvina Truman Pearce, NCTM

* Practicing for Artistic Success: Empowering the pupil with Self-Management Skills in the Practice expanse by violinist Burton Kaplan

* Small Moments--Big Impact: Teaching First-Year pupils How to Practice, by pianist T Cooper

* Artistry upon a Timeline: Setting the Stage for Organized and happy Performance, by violinist Brian Lewis

These sessions were repeated in the afternoon for a like reason participants could attend a next to the first one.

The final morning session was a presentation upon Developing Musical Leadership Skills given by means of Frank Troyka, band director at Cyprus Falls High gymnasium in the Houston area and a nationally recognized clinician. Troyka shared his techniques for helping high academy band students set performance goals and measure their hold achievement--techniques that can be applied to any instrument at any level--and for teaching scholars to help their peers achieve their goals.

During the luncheon break, participants heard short panel presentations by dint of leaders in the field of music pedagogy, followed by means of small group discussions and sharing of ideas and questions at the lay open microphone. The panels were held in sum of two units separate rooms, each focusing upon a different aspect of the day's topic:

* Encouraging the Reluctant Learner was the topic for panelists Jane Bastien, NCTM and Alice Hammel.

* Creating the Accomplished Learner was the topic for discussion by dint of Virginia Marks and Robert Weirich.

After luncheon Byo gave a follow-up presentation upon Mindful (Not Mindless) Teaching: Ask the Accomplished Learner Question ofttimes He showed how teachers can aid student decision-making within a form and can hold students responsible for generating ideas about expressive performance, thereby leading them to musically rich experiences.

Following a repeat of the four breakout sessions, Troyka gave a next to the first presentation expanding on the morning's theme of Musical Leadership Skills, showing in what way teachers can apply the same techniques of setting goals and measuring achievement in their have teaching.

The afternoon extreme pointed with a special reception for participants and attendees of Pedagogy Saturday and Professional Studio Saturday.

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