BOSTON MUSIC THEORY TUTOR PROFESSIONAL

Music interest inside of school was ranked significantly lower than for any other subject, while music interest outside of school was ranked second highest for any subject in grades 6 and 7-9, and highest of all subjects in grades 10-12. Music learners in the USA had significantly higher motivational profiles for music and some other school subjects as compared to non-music learners. Students were grouped into three grade levels: (a) 6, (b) 7-9, and (c) 10-12. This research literature relates to the topic of this study because it is concerned with the use of time and teaching behaviors which are the subject of the current investigation.Īs a part of a larger international mapping exercise to examine students’ motivation to study music as compared to other school subjects, this article draws upon data from a sample of 3037 students in the USA to observe perceptions of values, competence and interest in music study (in school versus outside of school) among music learners and non-music learners. Despite the limited number and the restricted scope of studies in strings, it is possible to identify a group of studies in teaching strings that relates to the present investigation and to organize them as follows: a) Studies on the use of time in various string teaching settings (Allard, 1992 Colprit, 2000 Herkstroeter, 2001 Duke, 1999 Witt, 1986), b) Studies on teaching behaviors of string teachers (Bergee, 2005 Elsworth, 1985 Erwin, 1993 Kotchenruther, 1999 MacLeod, 2010), c) Studies on verbal behaviors of string teachers (Colprit, 2003 Salzberg & Salzberg, 1981 Thomas, 1989), d) Studies on teaching strategies of string teachers (Bergonzi, 1997 Duke, 1999 Gillespie, 1988Gillespie,, 1991Gillespie,, 1993Gholson, 1998 Jensen 1990 Smith, 1985), and e) Studies on teaching musical concepts and conceptual teaching in strings (Hendricks, 2010 Nelson 1980Nelson ,1984Townsend, 1999 Wenworth,1977).

Pedagogical recommendations are provided for incorporating music history and theory lessons into performance rehearsals. Independent adjudicator scores were higher for the second movement than for the first, although several additional explanations are given that may also explain the variation in scores. Student comments and teacher observations revealed that the incorporation of music history and theory lessons into performance instruction was (a) motivational to students, (b) a catalyst for expressive performance, and (c) an effective use of rehearsal time. The first movement was taught using performance-based instruction only, while the second movement was taught with a combination of performance-based instruction and music history and theory lessons. Two diverse teaching approaches were introduced sequentially as students learned two movements of Schubert's 'Death and the Maiden' Quartet (D810). I teach Music Theory for twelve years, and find this field of study more and more interesting and engaging in its both practical and scholarly venues.This teacher-conducted research observes the influence of music history and theory instruction upon motivation, engagement, and expressive performance of the author's high school string students.

My ultimate goal as a teacher was and will always be to help my students discover and bring forward their best creative potentials through the intensive musical studies and practice, and, at the same time, to favor heir initial interest's transformation into a deep, serious passion. During our study sessions, we will work upon the goals and tasks that we have discussed at the beginning of our meetings.

BOSTON MUSIC THEORY TUTOR PROFESSIONAL

Participation in Music with love and fun should be as rewarding and valuable to the music amateur, as professional performing career (with its highly demanding standards) stands for classically trained musicians. I will encourage my students to learn as much as they can, at the given moment, but I will not ever attempt to exceed people's natural capabilities. My job and responsibility will be to make an intelligent assessment of my students' natural abilities for the given subject of study, to create vigorous learning atmosphere during our meetings, and to give my students professional instructions to the best of my humble abilities, for the benefits of their musical, aesthetic, and personal development. Through the diligent preliminary talk we will discuss various aspects of interest that my students have developed in relation to music, so we could plan and design our future lessons according to an initial discussion. I would be more than willing to assist my prospective students with their various musical endeavors in Music Theory/ Musicianship.

Boston music theory tutor