A solid Music Education program trains its students in understanding Music History. History allows students to appreciate different styles of music. This is really important for composition students. Coupled with their understanding of theory, they can draw from various genres to create their own original styles.
Understanding the different time periods in Music History is very important because the students are able to see the progression of one style of music to the next. Also, the students will see the connection between styles and the events that occurred during different time periods. The students will see how historical events were and still are reflected in music. The following is a list of European time periods and the type of music that dominated during that time:
1.The Ancient Period (app.753 B.C.-336 A.D.) - Monophony (music having one voice)
2. The Medieval Period (app. 336-1500) - Polyphony (music having more than one voice)
3. The Renaissance Period (app. 1450-1600) - Musica Reservata (music that consists of various texts, sung simultaneously, that share the same sentiment)
4. The Baroque Period (app. 1600-1750) - Toccata (light, fast-moving piano composition), Fugues (composition with re-occurring themes in different voices), Preludes (usually a short introductory piece to a more complex composition)
5. The Classical Period (app. 1750-1827) - Sonata (composition consisting of three contrasting sections called the exposition, the development and the recapitulation)
6. The Romantic Period (1827-1900) - Program Music (music that moves emotions in order to create mental images or depict pictures in the imagination)
7. Music During the Early to Mid -Twentieth Century (1900-1951) - Impressionism (music that focuses on an atmosphere rather than arousing emotions using non-traditional methods), Expressionism (music that expresses intense emotions using non-traditional methods of writing)
Each type of music reflected the era in which it flourished. It took on its characteristics and told the story of events as they unfolded, making music a reflection of its time.
Thursday, August 13, 2009
A Controversial Title...or Not?
The following is a challenge to the title of my music curriculum, "The African-American Music Curriculum. Share your thoughts...
Geoffrey Grider
Hey...what exactly is an "African-American Music Instruction Guide"...?
August 9 at 9:25pm ·
Darshell Dubose-Smith
Hi Geoff. My publisher decided that since so many African-American schools in urban areas have eliminated their music programs due to budget cuts, titling it The African-American Music Instruction Guide would make my affordable music program more appealing to these schools. The information in the books can be used by anyone. As a matter of fact, because of the title, I've had a great deal of people (from various cultures) ask me the same question. Be blessed. Darshell
Tue at 4:03pm ·
Geoffrey Grider
So, are these schools that only accept and teach African-Americans? I don't understand the need for the racial distiction. I thought music was the universal langauge?? :)
Tue at 4:15pm ·
Darshell Dubose-Smith
It's not that these schools only accept and teach African-Americans, it's just the make-up of the communities therefore, the schools reflect the communities. Music is universal however, music history classes have not been. European music is usually the focus of study. This is something I argued when I studied music. So, in addition to European ... Read Moremusic history, I, also, incorporate music history by great African-Americans in my books and title it The African-American Music Instruction Guide in order to make it more appealing to a group of people that don't normally see their (our) history. Classical music is music that stands the test of time. Bach, Beethoven Brahms, etc. certainly had their place in music history...but so did Joplin, Basie, Ellington and more. Including the history of musicians that look like the people that make up the community doesn't stress racial distinctions it promotes self pride among people whose history has been repeatedly ommitted from the history books:)
Tue at 6:37pm ·
Geoffrey Grider
Well, I don't think we will ever truly get past the race "issue" as long as we keep creating distinctions, dont ya think? Because when people study classical music, its not called "Caucasian Music", right? I think we should group music by styles, and not by who and what "flavor" of person wrote it.
Tue at 7:32pm ·
Darshell Dubose-Smith
You're right, classical music is not called Caucasian Music, it's called European Music. However, if classical music is music that stands the test of time, then music by composers of other cultures should be included as well but historically that has never been the case. From your perspective, making this distinction is racial. From my ... Read Moreperspective, it's promoting a strong sense of self-worth that (for various reasons) was never put in place. Unlike other books, I don't omit music history of other cultures, I include it but I'm directing it to a group of people that haven't had the same opportunites of knowing their (our) history like other cultures have.
Tue at 11:46pm ·
Geoffrey Grider
Hey...what exactly is an "African-American Music Instruction Guide"...?
August 9 at 9:25pm ·
Darshell Dubose-Smith
Hi Geoff. My publisher decided that since so many African-American schools in urban areas have eliminated their music programs due to budget cuts, titling it The African-American Music Instruction Guide would make my affordable music program more appealing to these schools. The information in the books can be used by anyone. As a matter of fact, because of the title, I've had a great deal of people (from various cultures) ask me the same question. Be blessed. Darshell
Tue at 4:03pm ·
Geoffrey Grider
So, are these schools that only accept and teach African-Americans? I don't understand the need for the racial distiction. I thought music was the universal langauge?? :)
Tue at 4:15pm ·
Darshell Dubose-Smith
It's not that these schools only accept and teach African-Americans, it's just the make-up of the communities therefore, the schools reflect the communities. Music is universal however, music history classes have not been. European music is usually the focus of study. This is something I argued when I studied music. So, in addition to European ... Read Moremusic history, I, also, incorporate music history by great African-Americans in my books and title it The African-American Music Instruction Guide in order to make it more appealing to a group of people that don't normally see their (our) history. Classical music is music that stands the test of time. Bach, Beethoven Brahms, etc. certainly had their place in music history...but so did Joplin, Basie, Ellington and more. Including the history of musicians that look like the people that make up the community doesn't stress racial distinctions it promotes self pride among people whose history has been repeatedly ommitted from the history books:)
Tue at 6:37pm ·
Geoffrey Grider
Well, I don't think we will ever truly get past the race "issue" as long as we keep creating distinctions, dont ya think? Because when people study classical music, its not called "Caucasian Music", right? I think we should group music by styles, and not by who and what "flavor" of person wrote it.
Tue at 7:32pm ·
Darshell Dubose-Smith
You're right, classical music is not called Caucasian Music, it's called European Music. However, if classical music is music that stands the test of time, then music by composers of other cultures should be included as well but historically that has never been the case. From your perspective, making this distinction is racial. From my ... Read Moreperspective, it's promoting a strong sense of self-worth that (for various reasons) was never put in place. Unlike other books, I don't omit music history of other cultures, I include it but I'm directing it to a group of people that haven't had the same opportunites of knowing their (our) history like other cultures have.
Tue at 11:46pm ·
Tuesday, April 28, 2009
Learning Objectives for a Solid Music Education Program: The Importance of Learning Music Notation
A strong Music Education program trains its students to read and understand music notation and note values. Teaching music notation in both, the treble and bass clef using different note values and time signatures is significant because it promotes good ear training, sight singing/reading and rhythm for both, vocal and instrumental students. Playing and singing by ear is an excellent skill to posses but reading music notation while playing an instrument or singing, takes a musician to a higher level of understanding music. Also, it opens the doors to pathways not travelled by musicians who can't read music notation.
For instance, if a musician is hired to perform at an event that has a specific theme (wedding, funeral, luncheon, etc.), chances are, if there no recordings for the music to be performed, sheet music can be followed in order to play or sing the songs. Also, if a musician chooses to audition for a position as a choir member, director, or accompanist, the music to be sung or played can be learned at a much faster pace when two senses (hearing and sight) are relied upon rather, only, one (hearing). Not to mention most professional choirs require its members, directors and accompanists to read music notation in order to accomplish the desired results.
The information stated above is not, by any means, an indictment on musicians who do not read music. In fact, there are some excellent accomplished musicians who choose not to learn music notation. However, the ones I've come in contact with are exceptional. They are very gifted individuals in their area of musical expertise who remained focused and driven to achieve the high goals they had set, and continue to set for themselves. Unless a budding musician is on this level, it is strongly suggested that music students embrace the art of reading music notation.
For instance, if a musician is hired to perform at an event that has a specific theme (wedding, funeral, luncheon, etc.), chances are, if there no recordings for the music to be performed, sheet music can be followed in order to play or sing the songs. Also, if a musician chooses to audition for a position as a choir member, director, or accompanist, the music to be sung or played can be learned at a much faster pace when two senses (hearing and sight) are relied upon rather, only, one (hearing). Not to mention most professional choirs require its members, directors and accompanists to read music notation in order to accomplish the desired results.
The information stated above is not, by any means, an indictment on musicians who do not read music. In fact, there are some excellent accomplished musicians who choose not to learn music notation. However, the ones I've come in contact with are exceptional. They are very gifted individuals in their area of musical expertise who remained focused and driven to achieve the high goals they had set, and continue to set for themselves. Unless a budding musician is on this level, it is strongly suggested that music students embrace the art of reading music notation.
Saturday, March 28, 2009
Learning Objectives for a Solid Music Education Program
There are many learning objectives needed in order to establish a solid Music Education program so when looking for one, make sure it consists of the following basic objectives. A viable program trains its students to read and write music notation and its values in both, the treble and bass clef. When these skills are learned, playing in both clefs, on the piano, can be accomplished effectively.
A strong program develops vocal skills, not just for vocal students but for its instrumental students, as well. Teaching instrumentalists the essence of singing music notation in both, the treble and bass clef using different note values and time signatures is significant because it promotes good ear training, sight singing and rhythm. Also, it prepares the student for other skills such as directing or accompanying choirs should he/she decide to enter that profession.
Learning Music Theory is important because it is the key to analyzing compositions and good musicians should have this ability. Understanding the structure of a song is laying the foundation of new songs to be created.
Lastly, learning world Music History allows students to appreciate different genres. This is really important for composition students. Coupled with their understanding of theory, they can draw from various styles of music to create their own original styles.
When looking for a strong Music Education program, make sure all of the above objectives are in place. They are necessary because a quality program that contains these objectives, builds strong cognitive skills, logical thought patterns, discipline, solid creative skills and music appreciation... the elements needed in developing a well-rounded musician.
A strong program develops vocal skills, not just for vocal students but for its instrumental students, as well. Teaching instrumentalists the essence of singing music notation in both, the treble and bass clef using different note values and time signatures is significant because it promotes good ear training, sight singing and rhythm. Also, it prepares the student for other skills such as directing or accompanying choirs should he/she decide to enter that profession.
Learning Music Theory is important because it is the key to analyzing compositions and good musicians should have this ability. Understanding the structure of a song is laying the foundation of new songs to be created.
Lastly, learning world Music History allows students to appreciate different genres. This is really important for composition students. Coupled with their understanding of theory, they can draw from various styles of music to create their own original styles.
When looking for a strong Music Education program, make sure all of the above objectives are in place. They are necessary because a quality program that contains these objectives, builds strong cognitive skills, logical thought patterns, discipline, solid creative skills and music appreciation... the elements needed in developing a well-rounded musician.
Tuesday, March 10, 2009
The Importance of a Music Education
The Importance of a Music Education
Learning music enhances the development of the mind in that it promotes strong cognitive skills, logical thought patterns, discipline and creativity. A music education causes a student to meet challenges whether it’s mastering an instrument, singing, reading or writing music. Based on how the student approaches the challenge determines the outcome of it. For instance, the student must examine the challenge in order to determine how to persevere successfully. This raises the conscious awareness of the student and puts the student in a position to solve a problem or overcome an obstacle thus strengthening cognitive skills. Once the challenge has been analyzed, the student must rationalize as to how to solve the problem or overcome the obstacle, which encourages logical thought patterns. Once this is done, a consistent course of study or regular practice patterns must take place in order to master the challenge, which gives the student solid discipline skills. After the challenge is mastered, the student is equipped to repeat the process for the next musical challenge. If the student continues to study music, then other areas of music such as history should be studied. Eventually, this will help uncover the inner musical expression that may lie dormant within the student if it is not explored. This brings forth the student’s creative ability. A sound music education opens the door to the mind that leads to endless paths of learning, skill development and pleasure. Anyone studying music will reap benefits that positively impact his/her life inside and outside of a music instruction classroom.
Question:
1. If all of this information is true, then why isn't a music education, mandatory in every school system?
2. If all of this information is true, then why is the music program (along with other fine arts programs) cut when budgets need to be trimmed?
Learning music enhances the development of the mind in that it promotes strong cognitive skills, logical thought patterns, discipline and creativity. A music education causes a student to meet challenges whether it’s mastering an instrument, singing, reading or writing music. Based on how the student approaches the challenge determines the outcome of it. For instance, the student must examine the challenge in order to determine how to persevere successfully. This raises the conscious awareness of the student and puts the student in a position to solve a problem or overcome an obstacle thus strengthening cognitive skills. Once the challenge has been analyzed, the student must rationalize as to how to solve the problem or overcome the obstacle, which encourages logical thought patterns. Once this is done, a consistent course of study or regular practice patterns must take place in order to master the challenge, which gives the student solid discipline skills. After the challenge is mastered, the student is equipped to repeat the process for the next musical challenge. If the student continues to study music, then other areas of music such as history should be studied. Eventually, this will help uncover the inner musical expression that may lie dormant within the student if it is not explored. This brings forth the student’s creative ability. A sound music education opens the door to the mind that leads to endless paths of learning, skill development and pleasure. Anyone studying music will reap benefits that positively impact his/her life inside and outside of a music instruction classroom.
Question:
1. If all of this information is true, then why isn't a music education, mandatory in every school system?
2. If all of this information is true, then why is the music program (along with other fine arts programs) cut when budgets need to be trimmed?
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