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The Importance of Good Models in Music Teaching, or "Show Me, Don't Tell Me"
Over the last several years,
the
field of music education has increasingly focused on the importance of
accessing good models for the teaching of music. This has always been a
pedagogical technique music teachers valued, but the good intuition of
teachers is now better represented in our curriculum materials and
music education research. There was a time not so long ago that when
our students were not performing the way that we wished and we wanted a
model for them, we could sing, ask another student to play (with
varying results depending on technical ability and musical aptitude) or
we could take the instrument and try to show them ourselves (often very
ineffective, depending on our degree of proficiency on an instrument).
Now there are vast resources for every sort of ensemble at every level
that offer professional quality recordings as listening models -- a
truly valuable resource. The Teaching Music through Performance series
offers recordings for band, orchestra, choir, and beginning band. Many
band and orchestra method books provide professional recordings for the
very beginning student. This allows students to develop a
characteristic aural model for what a specific instrument or ensemble
should sound like. Good recordings of the pieces that ensembles are
performing help students to develop an aural understanding of works, to
approach their musical works in entirety rather than from note to note,
or just from their own parts.
There
are many types of modeling, of course. Whether we are aware or not,
students will copy our behavior, attitudes, practice habits, and
musicality. If you arrive early and prepared for class, your students
will do the same. If you are late and unprepared, your ensemble is
likely to pick up those habits as well. The way you act, your body
language, your musical decisions -- all are models for your students.
If you want your students to practice their music, then you must study
your scores. If you want them to take rehearsals seriously, then you
must be efficient and effective in your use of time. Students learn
naturally and effortlessly through modeling. What we could describe
with difficulty in words, we might show with relative ease. This could
be by singing, playing, gesturing with hands, having another student
play, or the use of recordings. While we rightly discourage learning
entirely by rote, it is important to understand the value of learning
through modeling. In the March 2007 Music Educators Journal, Warren
Haston's article, "Teacher Modeling as an Effective Teaching Strategy,"
describes how modeling can be useful, while warning about the incorrect
use of rote learning:
- Modeling
is used in numerous educational settings, particularly with performing
ensembles. When used appropriately, teacher modeling for student
imitation is a useful tool. When used inappropriately, it can be a
crutch that actually prevents students from learning. The best use of
modeling is to introduce new musical concepts and performance skills
before students see the printed music . . . Students learn the
application before the theory. The new musical concept or performance
skill is then practiced in various contexts and with specific printed
music.
Haston
goes on to state that often the stigma of rote learning (teaching a
piece that is beyond the scope of an ensemble entirely by rote)
prevents ensemble directors from using modeling strategies that would
accelerate student learning. In fact, despite a growing body of
research supporting the value of modeling in the teaching of music,
this is a pedagogical strategy that is used infrequently, and is often
confused with rote teaching. In truth, rote learning is only taking
place when students are unable to make the transfer of knowledge.
This
happens when large sections of music are taught bit by bit, not when
concepts or sections are modeled. Modeling sections, phrases, key
rhythms, using call and response’Äîthese are all effective strategies
in teaching, and allow students to learn easily and intuitively, as
well as develop a good sense of inner hearing.
So, try showing, not telling!
Dr. Diana Hollinger
Higher Education Representative
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Special Reps 