About GIML Professional Development Levels Courses
Early Childhood, Elementary General Music, Instrumental Music, and Piano Concentrations
The Gordon Institute for Music Learning is a non-profit organization dedicated to advancing the research in music education pioneered by Edwin E. Gordon. The purpose of the Gordon Institute for Music Learning is to advance music understanding through audiation. We believe in the music potential of each individual, and we support an interactive learning community with opportunities for musical and professional development.
What are Professional Development Levels Courses?
Professional Development Levels Courses (PDLC) differ from workshops. Students who enroll in a PDLC program have an active role. They are responsible for learning the material offered, for teaching with a high degree of competence, and for demonstrating their understanding of the methods by peer teaching and writing lesson plans.
Who Should Attend?
Early childhood, elementary, middle and high school music teachers, piano teachers, professional performers, and music education students who are interested in furthering their understanding of audiation and enhancing their teaching through an audiation approach. The framework for all classes in the PDLCs will be provided by music learning theory, developed by Dr. Edwin E. Gordon. Unique practical application of the theory and its use in early childhood, general and instrumental music, and piano will be presented by faculty who are experienced in teaching classes based on music learning theory.
*Participants should have some prior knowledge of and background in Music Learning Theory.
*Advance preparation is absolutely necessary to complete the PDLCs. Before enrolling for Level 1, participants should be able to sing rote songs in a variety of tonalities and meters and chant in a variety of meters. Participants should also be able to sing tonal patterns in major and minor tonalities with tonal solfege and chant rhythm patterns in usual duple and triple meters with rhythm solfege as demonstrated on the Tonal and Rhythm Skills Development CD available through GIA Publications. It is extremely important that students be familiar with all of the reading and teaching materials prior to arrival at the PDLC; please see the Books and Materials section for a list of publications and ordering information.
Level 2 PDLCs – Early Childhood, Elementary General, Instrumental Music, and Piano
In order to participate in Level 2 PDLC, you must already hold Level 1 Certification. You may not participate in Level 2 certification without being officially accepted through the application process outlined by the Institute. All Level 2 entrance requirements should be sent to the site manager at the time of PDLC registration. The site manager will contact you directly with questions regarding your materials.
Early Childhood Music: Level 2 Entrance Requirements
A fifteen-minute tape of the candidate teaching children between the ages of birth through five in stages 1-5 of preparatory audiation is required. These will be reviewed in light of the quality of the teaching rather than the success of the children on the tape. The tape should include the following:
- Songs in Mixolydian and Dorian tonalities
- Unusual paired and unpaired meters
- Movement with flow
- Singing and chanting with appropriate pattern instruction
- A one-page reflective statement about the candidate’s development as a practitioner using Music Learning Theory with young children
Elementary General Music: Level 2 Entrance Requirements
A twenty-minute tape of the candidate teaching children is required. These will be reviewed in light of the quality of the teaching rather than the success of the children on the tape. The tape should include the following:
- Two minutes of Tonal Learning Sequence activities at the Verbal Association level in harmonic minor tonality.
- Two minutes of Rhythmic Learning Sequence activities at the Verbal Association level in triple meter.
- A lesson including songs in at least two different tonalities, songs or chants in at least two different meters, a demonstration of continuous fluid movement, the teaching of a rote song either in an unusual tonality or meter at the Verbal Association level of learning, and a Creativity/Improvisation activity (tonal).
- A one-page reflective statement on the candidate’s experiences teaching Learning Sequence Activities (Tonal Units 1-3 and Rhythmic Units 1-4) and on his/her development as a practitioner using Music Learning Theory.
Instrumental Music: Level 2 Entrance Requirements
- Please submit a twenty-minute video that shows you teaching instrumental music. (These will be reviewed in light of the quality of the teaching rather than the success of the students on the video.) The video should reflect your approach to using MLT-based instrumental instruction, demonstrating application of Instrumental PDL 1 skills in your setting. Both you and your students should sing and play instruments. Your video should include:
- Establishing tonality and meter, with an instrument and/or voice;
- Teaching tonal patterns, including teaching mode and evaluation mode, at the Verbal Association level in harmonic minor tonality;
- Teaching rhythm patterns, including teaching mode and evaluation mode, at the Verbal Association level in triple meter;
- Teaching songs by rote, in at least two tonalities and at least two meters; and
- Engaging students in creativity/improvisation.
- A one-page reflective statement on your experiences teaching Music Learning Theory-based instruction in an instrumental setting and on your development as a practitioner using Music Learning Theory.
Instrumental Music: Level 2 Content
- Theory Content
- Music Learning Theory with a focus on partial synthesis, symbolic association, composite synthesis and bridging.
- Practical Application Content
- Teaching songs by rote: Lydian, Phrygian, Locrian tonalities; Unusual Paired, Unusual Unpaired, Usual Combined Meters
- Teaching tunes from the instrumental repertoire
- Tonal Content: Focus on expanded functions in Major/Minor (II7 VI7 III7 I7 and other chromatic alterations); possibly expanded functions in other tonalities
- Rhythm Content: Focus on rest, tie, and upbeat functions in Usual Duple/Triple; Division, elongation functions in unusual meters
- Improvisation and composition
- Sightreading, ensemble work, concert selections
- Designing longer lessons for small group or large ensemble based on MLT Assessment
- Develop Ability to teach:
- Tonic, Subtonic, and Subdominant patterns in Dorian and Mixolydian tonalities
- Macro/microbeat and Division patterns in Unusual Paired meter
- Macro/microbeat patterns in Unusual Unpaired and Usual Combined meters
- JRI Book 1: Lessons 9-12; Book 2 Lessons
- Musicianship Content
- Expanded repertoire of songs and chants in a variety of tonalities and meters
- Sing, perform, and improvise by ear in Lydian, Phrygian, Locrian tonalities
- Chant, perform, and improvise by ear in Unusual Paired, Unusual Unpaired and Usual Combined Meters
- Chant and perform in intact meters (Unusual Paired Intact and Unusual Unpaired Intact)
- Use of characteristic and expanded chord functions in different tonalities
- Use of expanded rhythm functions in usual and unusual meters
- Expanded improvisation skills
- Discussion Topics
- Personal application of music aptitude testing
- More guidance on bridging
- Sharing sessions on incorporating MLT in instrumental lessons/ensembles Assessments
- Using LSA register books for expanded understanding
- Materials Required
- Same as Level 1 with the addition of:
- Grunow, R. F., Gordon, E. E., & Azzara, C.D. (1998). Jump right in: The instrumental series – Recorder book 2/CD (2nd ed.). Chicago: GIA.
Piano: Level 2 Entrance Requirements
- Please submit a 15-20 minute video that shows you teaching piano (either 15-20 continuous minutes or a compilation of video clips are acceptable). The video will be reviewed in light of the quality of the teaching rather than the success of the student(s) on the recording. Your video should include:
- Two minutes of Tonal Learning Sequence activities at the Verbal Association level in harmonic minor tonality (if possible, include teaching mode & evaluation mode)
- Two minutes of Rhythm Learning Sequence activities at the Verbal Association level in triple meter (if possible, include teaching mode & evaluation mode)
- Songs in a least two different tonalities
- Songs or chants in at least two different meters
- Demonstration of moving with continuous flow, as well as an example of moving with weight, space &/or time
- Teaching a ‘Song to Sing’ from Music Moves Book 1
- Teaching a piano piece (either from Music Moves Book 1 or a rote solo)
- Guiding a Rhythm Creativity/Improvisation activity (using voice &/or piano)
- A one-page reflective statement on the candidate’s experiences teaching Learning Sequence Activities (Tonal Units 1-3 & Rhythm Units 1-4) and on development as a practitioner of Music Learning Theory generally.
Carol Gordon Professional Development Scholarship
Are you a college/university music faculty member interested in learning more about Dr. Edwin Gordon’s Music Learning Theory? Would you like to incorporate Dr. Gordon’s research into your teaching of future music educators? Please download the 2019 Carol Gordon Scholarship App. to learn more about this fantastic PDLC scholarship opportunity.