Chapter Summary: This seems like every single chapter emphasizes how different everyone is and how different our approaches to learning and teaching need to be. A skill like sight-reading didn't make sense to me at first because I was such an aural learner so I definitely sympathize with the students in the chapter that struggled. For me, I've always been able to listen to something and just figure it out. I was so good at absorbing things in a big harmonic picture that I wouldn't bother to look at and reference the music because if I could listen to it I would learn it so much faster than if I had to read it. My teacher recognized very quickly what a hard thing sight-reading was for me but she used my aural skill and my understanding of harmonic progression to help me out. Rather than drilling me with flashcards with notes on the staff she had me listen to things and then helped me identify what it looked like on the staff. I was able to associate what I already knew to what I yet lacked and eventually I was able to see the notes on the staff for what made sense to me in my head: harmonic progression that I could hear in my head already. This chapter is all about students just like me who didn't learn by the same methods.
Key Concept: A teacher must be inventive in the way they approach difficult material with their students. Not everyone learns the same.
Key Terms:
Making Connections: I can sight read pretty well today but sight reading DID NOT come naturally to me. Music has always been intuitive for me in the aural sense but in interpreting dots on a staff nothing ever made sense to me until my teacher discovered a new way to approach it. I need to apply this to me learning to sing. Obviously, all of you know that singing hasn't come naturally to me. I have STRUGGLED for the last couple of years, but as I explore new ways of thinking about my voice and producing sound I have little breakthroughs.
No comments:
Post a Comment