What is the Dalcroze Method?

: The Dalcroze method, also known as Dalcroze Eurhythmics, is another approach music educators use to foster music appreciation, ear-training and improvisation while improving musical abilities. In this method, the body is the main instrument. Students listen to therhythm of a music piece and express what they hear through movement. Simply put, this approach connects music, movement, mind, and body. Who created this method?: This method was developed by Emile Jaques-Dalcroze, a Swiss composer, music educator and music theorist who studied with Gabriel Faur, Mathis Lussy and Anton Bruckner. More on Emile Jaques-Dalcroze: Dalcroze was born on July 6, 1865 in Vienna, Austria. He became a professor of harmony at the Geneva Conservatory in 1892; by which time he started developing his method of teaching rhythm through movement known as eurhythmics. He founded a school in Hellerau, Germany (later moved to Laxenburg) in 1910, and another school in Geneva in 1914, where students learned using his method. Dalcroze died on July 1, 1950 in Geneva, Switzerland. Several of his students, such as ballet teacher Dame Marie Rambert, used eurhythmics and became influential in the development of dance and contemporary ballet during the 20th century. What are the key elements of the Dalcroze Method?: This method has 3 facets: Eurhythmics (Greek for "good rhythm") - Musical expression through movement; developing musical skills through kinetic exercises. Students learn rhythm and structure by listening to music and expressing what they hear through spontaneous bodily movement. For example, note values and rhythms are represented by stepping and clapping. Solfege (fixed-do) - Helps develop ear-training and sight-singing skills. Improvisation - Using instruments, movement and voice.

What is a typical lesson like?: Although it is generally referred to as a method, there is really no set curriculum. Dalcroze himself didn't like his approach to be labeled as a method. Hence, each teacher uses a different approach based on his/her interests, training and skills while keeping in mind the age, culture, location and needs of the students. What are the key concepts learned?:

The Dalcroze Method helps foster imagination, creative expression, coordination, flexibility, concentration, inner hearing, music appreciation and understanding of musical concepts. What trainings are available to teach this method?:

Dalcroze Certificate - Requires a Bachelor's degree in Music; may teach children. Dalcroze License - Requires a Masters degree in Music; may teach adults. Diplome - Given after completing studies from the Jaques-Dalcroze Institute in Geneva, Switzerland; may teach other teachers and award certifications.

In the United States, colleges that offer a certificate and license in the Dalcroze Method include: Carnegie Mellon University, Columbia College and University of Maryland, College Park.

What is the Kodaly Method?: The Kodaly Method is a way of developing musical skills and teaching musical concepts beginning in very young children. This method uses folk songs, Curwen hand signs, pictures, movable-do, rhythm symbols and syllables. It was first introduced in Hungary but is now used in many countries, either alone or in combination with other methods. Who created this method?: The Kodaly Method is an approach to music education based on the philosophies of Zoltan Kodaly. Zoltan Kodaly was a Hungarian composer, author, educator and expert on Hungarian folk songs. Although this method wasn't exactly invented by Kodaly, it was developed by his colleagues and students in the mid-20th century based on his teachings. What were Zoltan Kodaly's goals and philosophies?:

Elevate the level of teacher training. Improve musical literacy in schools. Everyone is capable and has the right to musical literacy. Singing is the foundation of musical learning. Music education must begin with the very young. The importance of using folk music (native folk songs and folk songs of other countries) and music of high artistic value. Incorporating games, movement, playing instruments, reading and writing music with singing. Sequential process following a child's natural learning development: Aural - oral - kinesthetic Written - pictoral - abstract Read - recognized

What types of music and instruments are used in the classroom?: Songs of high artistic value, both folk and composed, are used in the Kodaly classroom. Songs that are in the pentatonic scale are emphasized at the beginning level. According to Kodaly, "Nobody wants to stop at pentatony. But, indeed, the beginnings must be made there; on the one hand, in this way the child's biogenetical development is natural and, on the other, this is what is demanded by a rational pedagogical sequence." Other songs that may be used include chants, dancing songs, lullabies, nursery rhymes, songs for circle games and story songs. What are the musical instruments used? :

The voice is the main musical instrument of this method. In his words, "Singing connected with movements and action is a much more ancient, and, at the same time, more complex phenomenon than is a simple song." Various rhythm and tonal instruments are also used, including xylophones and recorders. What is a typical lesson like and what are the key concepts learned?: Although the Kodaly Method follows a set sequence, the materials used in teaching musical concepts varies depending on the age of the student. The sequence followed may be simplified as: listen - sing - understand - read and write - create. Using this method under the guidance of a certified Kodaly teacher, students can develop listening skills, sight-singing, ear training, learn how to play instruments, compose, improvise, sing, dance, analyze, read and write music. Zoltan Kodaly Quotes: "Only art of intrinsic value is suitable for children! Everything else is harmful. We should read music in the same way that an educated adult will read a book: in silence, but imagining the sound. "To teach a child an instrument without first giving him preparatory training and without developing singing, reading and dictating to the highest level along with the playing is to build upon sand. "Teach music and singing at school in such a way that it is not a torture but a joy for the pupil; instill a thirst for finer music in him, a thirst which will last for a lifetime."

The Orff Method is a way of teaching children about music that engages their mind and body through a mixture of singing, dancing, acting and the use of percussion instruments (i.e. xylophones, metallophones, glockenspiels). Lessons are presented with an element of "play" helping the children learn at their own level of understanding. What is Orff-Schulwerk? Also known as the Orff Method, Orff Approach or Music for Children; it is a way of introducing and teaching children about music on a level that they can easily comprehend. Musical concepts are learned through singing, chanting, dance, movement, drama and the playing of percussion instruments. Improvisation, composition and a child's natural sense of play are encouraged. Who created the Orff Approach? This approach to music education was developed by Carl Orff, a German composer, conductor and educator whose most famous composition is the oratorio "Carmina Burana." It was conceived during the 1920s and 1930s while he served as music director of the Gnther-Schule; a school of music, dance and gymnastics that he co-founded in Munich. His ideas were based on his belief in the importance of rhythm and movement. Orff shared these ideas in a book titled Orff-Schulwerk which was later revised and then adapted into English as Music for Children. What types of music and instruments are typically used? Folk music and music composed by the children themselves are mostly used in the Orff classroom. Xylophones (soprano, alto, bass), metallophones (soprano, alto, bass),glockenspiels (soprano and alto), castanets, bells, maracas, triangles, cymbals (finger, crash or suspended), tambourines, timpani, gongs, bongos, steel drums and conga drums are but some of the percussion instruments used in the Orff classroom. Other instruments (both pitched and unpitched) that may be used include:

-a-tap

What is a typical lesson like?

Although Orff teachers use many books as frameworks, there is no standardized Orff curriculum. Orff teachers design their own lesson plans and adapt it to suit the size of the class and the age of the students. For example, a teacher may choose a poem or a story to read in class. Students are then asked to participate by choosing instruments to represent a character or a word in the story or poem. As the teacher reads the story or poem again, students add sound effects by playing the instruments they selected. The teacher then adds accompaniment by playing Orff instruments. As the lesson progresses, students are asked to play Orff instruments or add other instruments. To keep the whole class involved, others are asked to act-out the story. What about songs and notation? In the Orff classroom, the teacher acts like a conductor who gives cues to her eager orchestra. If the teacher selected a song, some students will be chosen as instrumentalists while the rest of the class sings along. Parts may or may not be notated. If notated, it should be simple enough for the students to understand. The teacher then provides students a copy of the notes and/or creates a poster. What are the key concepts learned? Using the Orff approach, students learn about rhythm, melody, harmony, texture, form and other elements of music. Students learn these concepts by speaking, chanting, singing, dancing, movement, acting and playing instruments. These learned concepts become springboards for further creative pursuits such as improvisation or composing their own music. Sample Simplified Format This is a very simple lesson plan format that may be used for young children: poem.

Note: It's important that students maintain correct rhythm and learn proper mallet technique. Carl Orff Quotes Here are some quotes by Carl Orff to give you a better understanding of his philosophy: "Experience first, then intellectualize." "Since the beginning of time, children have not liked to study. They would much rather play, and if you have their interests at heart, you will let them learn while they play; they will find

that what they have mastered is child's play. " Elemental music is never just music. It's bound up with movement, dance and speech, and so it is a form of music in which one must participate, in which one is involved not as a listener but as a co-performer."

The Suzuki Method is an approach to music education that was introduced in Japan and later reached the United States during the 1960s. Although this method was originally developed for the violin, it is now applicable to other instruments including the piano, flute and guitar. What is the Suzuki Method? The Suzuki method, also known as the "mother-tongue approach," is a method of teaching music that stresses the importance of parental influence and involvement. Parents and teachers work together to achieve a common goal. Parents are expected to attend lessons and serve as nurturing teachers at home. Using this method students learn:

Who created this method? The Suzuki method was developed by an accomplished Japanese violinist and educator named Dr. Shinichi Suzuki. He was born on October 17 (or 18), 1898 in Nagoya, Japan and died on January 26, 1998 in Matsumoto, Japan. Suzuki played for the Imperial Court of

Japan and formed the Suzuki Quartet with his siblings. He also became president of the Teikoku Music School and founded the Tokyo String Orchestra. For his many contributions, the Emperor of Japan appointed Suzuki as Order of the National Treasure. What is the philosophy behind this method? This method was based on Suzuki's observation of children when he was in Germany. He observed that children are able to learn their mother tongue with no difficulty. He noted that children who are born in German households naturally learn to speak the German language. In the same manner, children who are born in a Japanese household would naturally adapt their native tongue. He concluded that all children can develop musical ability and the child's environment can greatly influence his/her development. What are the basic elements of the Suzuki Method? The basic elements of the Suzuki method are:

not only the music teacher who serves as educator; the child's parents or guardians also play a vital role in the child's musical development. o read music.

What is a typical lesson like? The Suzuki Method follows a set sequence and each instrument has its respective repertoire; beginning from simple and then progressing to more difficult pieces. Using the "Talent Education Movement," children start taking lessons by age 2 or 3. Suzuki students are first exposed to great classical recordings and music pieces that they will eventually learn. Background music will constantly be playing while children are at school to immerse them in music. The belief behind this is that children will learn to develop good musical ears; able to detect changes in pitch, timing, tone, etc. Students learn by observation; they learn as a group. Social interaction and cooperation is fostered among students. Quotes by Shinichi Suzuki To give you a better understanding of this method, here are some quotes from its creator; Dr. Shinichi Suzuki: "Character first, ability second." "Teaching music is not my main purpose. I want to make good citizens, noble human beings. If a child hears fine music from the day of his birth, and learns to play it himself, he develops sensitivity, discipline and endurance. He gets beautiful heart."

"Musical ability is not an inborn talent but an ability which can be developed. Any child who is properly trained can develop musical ability just as all children develop the ability to speak their mother tongue. The potential of every child is unlimited."

THE IMPORTANCE OF TEACHING MUSIC

A few years ago, I came across this great write-up on the importance of music education. I recently re-discovered it buried in my archives and thought Id post it for others to enjoy.

With music and art programs being cut from schools all over the United States, I think this is a great reminder that music is more than a fun hobby or emotional outlet.

WHY TEACH MUSIC?

BY DR. TIM LAUTZENHEISER

MUSIC IS A SCIENCE.
It is exact, specific; and it demands exact acoustics. A conductors full score is a chart, a graph which indicates frequencies, intensities, volume changes, melody and harmony all at once and with the most exact control of time.

MUSIC IS MATHEMATICAL.
It is rhythmically based on the subdivisions of time into fractions which must be done instantaneously, not worked out on paper.

MUSIC IS A FOREIGN LANGUAGE.

Most of the terms are in Italian, German or French; and the notation is certainly not English but a highly developed kind of shorthand that uses symbols to represent ideas. The semantics of music is the most complete and universal language.

MUSIC IS HISTORY.
Music usually reflects the environment and times of its creation, often even the country and/or racial feeling.

MUSIC IS PHYSICAL EDUCATION.

It requires fantastic coordination of fingers, hands, arms, lip, cheek and facial muscles, in addition to extraordinary control of diaphragmatic, back, stomach, and chest muscles, which respond instantly to the sound the ear hears and the mind interprets.

MUSIC IS ALL THESE THINGS, BUT MOST OF ALL, MUSIC IS ART.

It allows a human being to take all of these dry, technically boring (but difficult) techniques and use them to create emotion. That is one thing science cannot duplicate; humanism, feeling, emotion, call it what you will.

WHY IS MUSIC TAUGHT?

Not because we expect our students to major in music. Not because we expect them to play or sing all their life. Not so they can relax. Not so they can have fun. But so they will be human. So they will recognize beauty. So they will be sensitive. So they will be closer to an infinite beyond this world. So they will have something to cling to. So they will have more love, more compassion, more gentleness, more good - in short, more life. Of what value will it be to make a prosperous living unless you know how to live?
photo courtesy of: healingdream

Questions: Have you studied music? If so, do you agree with this perspective? If not, do you think wish you had? Whats your experience?

Music participation provides a unique opportunity for literacy preparation. Whether the children are singing, playing, or listening, teachers direct them to listen and hear in new ways which exercises their aural discrimination. Playing instruments and adding movement to the lessons teaches children about sequential learning which is essential in reading comprehension. Plato once said that music is a more potent instrument than any other for education. You will find many teachers of young children who would agree with him. Recent research has found that music uses both sides of the brain, a fact that makes it valuable in all areas of development. Music affects the growth of a childs brain academically, emotionally, physically and spiritually. Music is academic. For some people, this is the primary reason for providing music lessons to their children. A recent study from the University of California found that music trains the brain for higher forms of thinking. Second graders who were given music lessons scored 27% higher on proportional math and fractions tests than children who received no special instruction. Research indicates that musical training permanently wires a young mind for enhanced performance. Music is physical. Music can be described as a sport. Learning to sing and keep rhythm develops coordination. The air and wind power necessary to blow a flute, trumpet or saxophone promotes a healthy body. Music is emotional. Music is an art form. We are emotional beings and every child requires an artistic outlet. Music may be your childs vehicle of expression.

Music is for life. Most people cant play soccer, or football at 70 or 80 years of age but they can sing. And they can play piano or some other instrument. Music is a gift you can give your child that will last their entire lives.

The information contained in this article about pay rates is general in nature and will vary depending on where you live. Thinking of a career in music education and want to know your options and how to prepare for it? Here's a guide to help you map out a career path.

Studio Teacher - You have the option of putting up your own studio, franchising or working as one of the studio teachers at an already established school. A knowledge in music and performance is required as well as good teaching skills. A degree is not always required for this position but you must have excellent training in both areas of music and teaching. Earning opportunities will vary based on location and qualifications, with some earning as much as $100 an hour. Early Childhood Music Educator - Aside from possessing knowledge in music and performance, music teachers for young children must also be patient, understanding and creative. A knowledge of the music curriculum standards of your state or country is also essential. Salary varies based on your location and qualifications, with some earning as much as $60 per hour. School Music Educator - A background in music and performance is always a must. You must be personable, motivated and a continuous learner. A teacher's certificate and a Bachelor's Degree in Music Education is also required. Some earn as much as $70,000 a year depending on your location and qualifications. Music Consultant/Supervisor - You must have extensive knowledge in music, teaching and the current trends in both areas. You must be a good decision maker and adviser. An advanced music degree and a good background in teaching is required. Some music consultants/supervisors earn as much as $70,000 a year, again depending on qualifications and location. Music Professor - Aside from all the other qualifications mentioned above, a doctoral degree or its equivalent is required. Depending on your location and career background, one can earn as much as $150,000 per year. University Music School Administrator - An extensive background in music and teaching is required. You must possess leadership skills and must have a good background as a music professor. Salaries can be as much as $180,000 a year based on qualifications and location.