Understand the core concepts and structures in music disciplines and are knowledgeable about diverse student learning styles.
Too Many Drummers
In many band programs, including most of the ones that I have been a part of, there is a surplus of percussionists. There are newer pieces being written for band that have just enough parts for everyone to have something to play, but older works often have a scant two or three parts at most. The problem of what to do with them is often a puzzling one, and I wanted to have the students participate in a positive way while also keeping the integrity of the music. I arranged new parts for them, the material for which I drew from other areas of the band. Below are two examples that I created for the North Central Symphonic Band for Sammy Nestico's arrangement of Stardust, and Giovannini's Overture in B-flat. This demonstrates my ability to adapt to the unique musical needs of different ensembles. (K/P)
This document is a compilation of detailed technical and practical information for setting up beginning students on flute, oboe, clarinet, bassoon and saxophone. It is useful as a reference guide that I can access quickly when I am teaching a class or a lesson, and it also helps me to be consistent in dispensing this vital fundamental information. (K)
For students to learn, they must not only know the material, but they must also demonstrate that they can do a variety of tasks with that knowledge. I believe that the learning domains identified by researcher Benjamin Bloom are particularly relevant in music, a subject in which the student is challenged to begin with what the revised taxonomy names as the most complex behavior: creating. Here is one of my favorite articles on Bloom's taxonomy that applies the national standards of music to the different learning domains. (K)
This is an in-browser music comprehension game for all students of instrumental music. Students can be quizzed on music terminology, note reading and instrument fingering, and the results can be amassed and sent to the teacher, also offering an extremely valuable form of assessment. I have used this with great success with students on secondary instruments, particularly trombone. I will have the student physically manipulate their instrument as they take the quizzes to reinforce the connection between the visual and kinesthetic learning pathways. (K)