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The Teacher
Instructor, mentor, tutor,
educator.

The Functions of the

Teacher
The Teacher-Student
Master-apprentice model
Relationship
Mentor-friend model

Master Apprentice Model

-The Role of the teacher is to
tell their experiences and to
demonstrate their craft.

Mentor Friend Model

-reflects greater exchange
b/w teacher and student.

Charting the Course Ahead

Curriculum
-the subjects comprising a course of study.
-instructional materials, teaching strategies,
learner activities, prescribed sequence of
objectives.

*some methodologies
Orff method of teaching that engages the mind and
body through singing, dancing and acting, with the use
of percussion instruments (glockenspiels, xylophones,
metallophones).
Kodaly method of teaching that enables singing, as
the foundation of musicianship by the use of folk and
high artistic music value.
Suzuki- method that was introduced in Japan and later
reached the United States, originally for the violin, and
later applicable for guitar, flute and piano.

In Classical Music tradition

Curriculum is the repertoire or the pieces assigned by
the teacher.

Ex
pr
es
s
Me
an
Communicat
in
ing
g

Hierarchy

Express
Meaning
Communicati
Musical
Meaning
ng
Musical
Meaning
Elements
stage
Elements Stage
Instrument Stage

Instrument Stage

Building Cognitive Skills of

Music
Aural Modeling
Providing
Feedback
Aural Modeling
-imitation
-sound recordings

Providing Feedback
criticism
-positive
-negative
*Advanced musicians able to self-critique their
performances

Mental Representations
Goal imaging
Motor production
Self-monitoring

GOAL IMAGING
-ability to mentally represent what a piece
of music should sound like
MOTOR PRODUCTION
-execution of movements and physical
responses in able to play
SELF MONITORING
-ability to accurately hear his own performance

 Effective Behaviors and

Strategies of Teaching

 General Teacher
Competencies
Preparation for teaching involves having a
plan for the lesson or the rehearsal
Expert/Experienced Music
Teachers

Inexperienced Music
Teachers

Rehearsal/ lesson is well planned

Easily derailed from plans, spending

more time on the first piece and less on
subsequent pieces

Able to keep their students and

themselves on-task with instructional
activities

Face challenges in maintaining student

attention

Optimize the talking they do, question

students more often.
Less verbal instruction and less time
talking to student

Excessive talking

Focus more efficiently on tone quality,

intonation, style and expression

Inclined to address technique

predominantly

 Verbal and Nonverbal Music

Instruction
Verbal Music Instructions
1) Imagery and metaphors
2) Direction pertaining to concrete
musical sound properties
Nonverbal Music Instructions
1) Modeling
2) Imitation

 Completing Instructional
Cycles

SEQUENTIAL PATTERNS OF INSTRUCTION

1) Teacher a performance task

to students
2) Students responding
3) Teacher giving specific
feedback

 Rehearsing and Conducting

-The role of a conductor is viewed as requiring
a set of specialized skills in addition to the
competencies expected of all music teachers

 Personal Attributes of a
Teacher

Performing Musicians
Music Teachers
(tend to be) introverted, Extroverted, emotionally
intuitive, emotionally
stable and exhibit a
inconsistent and aloof
feeling-judging
temperament

Personality attributes of successful teachers

Internal qualities
-Self confidence
-Enthusiasm
Group management attributes
-flexibility
-proactive leadership