Instrumental PDLCs
About Instrumental Music PDLCs
Instrumental Music PDLCs are based on contemporary experimental and practical research in Music Learning Theory, audiation, and beginning instrumental instruction. Fundamental is the belief that a music instrument is an extension of the human mind and body. In other words, students will only learn to play instruments in tune, rhythmically, and with consistent tempo as well as they can sing in tune, chant, and move the body rhythmically with a consistent tempo.
Using Music Learning Theory, students simultaneously learn two instruments—the audiation instrument (the instrument in the mind) and the executive instrument (the physical instrument). Instrumental PDLCs focus on audiation development so that instrumental performance becomes an extension of the student’s audiation.
Instrumental Music PDLCs consists of two parts: the study of Music Learning Theory and the practical application of that theory. The practical application of Music Learning Theory includes the following: 1) motivating students to be successful in performing on an instrument with enjoyment and good musicianship, 2) how to teach students to perform on an instrument without the aid of notation, 3) how to teach students to read notation on an instrument with comprehension, and 4) how to provide students with the readiness to continue meaningful performance on their instrument and to become intelligent makers and consumers of music during and beyond their formal education.
Courses
Instrumental Faculty
Dr. Terry Bacon
CHURCHVILLE-CHILI NY SCHOOLS
Dr. Richard Grunow
EASTMAN SCHOOL OF MUSIC
Dr. Kathy Liperote
EASTMAN SCHOOL OF MUSIC
Dr. Herbert Marshall
KENT STATE UNIVERSITY
Michael E. Martin
UNIVERSITY OF MARYLAND
Dr. Jennifer S. McDonel
RADFORD UNIVERSITY
Sharon Saul
Methacton Public Schools
Dr. Alden Snell
EASTMAN SCHOOL OF MUSIC
Dr. David Stringham
JAMES MADISON UNIVERSITY
Instrumental, Level 1
Course Description
Based on an extensive body of research and practical field-testing, this course offers a sequential approach to beginning instrumental music instruction that progresses from listening, singing, moving, and improvising to reading, writing, composing, and arranging music with comprehension. With an emphasis on “how children learn music,” participants develop musicianship and teaching skills appropriate for all levels of instrumental music instruction.
Course Outcomes
Participants will:
Course Content
Required Materials
OR
OR
AND
Prerequisites
Participants should be familiar with the songs, tonal patterns (neutral syllable and solfege), and rhythm patterns (neutral syllable and rhythm syllables) available on the Tonal and Rhythm Skills Development CD, (Grunow, R. F., Gordon, E. E., & Azzara, C. D., (2010) Chicago: GIA.)
Instrumental, Level 2
Course Description
The Instrumental Level 2 Professional Development Level Course is intended for persons that have completed Level 1. This course deepens participants’ knowledge of a developmentally appropriate, sequential approach to instrumental music instruction. Participants will continue their study of music learning theory and the extensive body of research that supports the theory. They will also further their understanding of how to apply that theory by engaging students in singing, chanting, reading, writing, improvising, composing, and arranging music with comprehension.
The theoretical focus for Level 2 is on deepening and extending participants’ understanding of the skill learning sequence: discrimination learning (with specific attention to Partial Synthesis, Symbolic Association, and Composite Synthesis levels) and inference learning (with specific attention to Generalization and Creativity/Improvisation Verbal and Symbolic).
The practical application of Music Learning Theory at Level 2 includes the following: 1) deepening understanding of ability to teach using the three stage approach to music learning (whole-part-whole), 2) continuing to develop a repertoire of songs and chants in a variety of tonalities and meters, 3) refining ability to apply tonal and rhythm pattern instruction, 4) creating lesson/ensemble activities for the various skill levels of learning, 5) movement instruction to enhance music learning, and 6) refining skills for improvisation, composition, and arranging.
Course Outcomes
Participants will refine and expand:
Course Content
Required Materials
OR
OR
AND
Prerequisites
Participants applying for Level 2 must have successfully completed Level 1. When applying to enroll for Level 2, participants must submit the following entrance requirements:
Teaching Song/Bass Line using rote procedure.
Demonstration of Coordination and Rhythm Readiness.
Tonal Pattern Instruction including instruments at Verbal Association (any tonality/functions).
Rhythm Pattern Instruction including instruments at Verbal Association in Triple Meter (any functions) using connected and separated styles of articulation.
Melodic Pattern Instruction on instruments.
Creativity/Improvisation activity.
•20-minute video* teaching students (does not have to be all from the same lesson/rehearsal). This video will be reviewed in light of the quality of the teaching rather than the success of the children on the video. The video should include the following:
•A 1-2 page reflective statement on the candidate’s experiences using MLT-based instrumental instruction and their development as a practitioner, including perceived strengths and areas they wish to improve.
•Participants should be prepared to engage in fluent pattern interaction in Major and Minor tonalities (tonic, dominant, subdominant) at the Verbal Association Level and Duple and Triple meters (micro/macro, rests, divisions/elongations) at the Verbal Association Level.
*It is preferred that this video(s) be shared by uploading to www.youtube.com (or similar online video/file sharing site) and citing the link in your application statement rather than sending a physical video. Rather than having your video be public on YouTube, you can set it to be “unlisted” so that only those who have the link can view it.
