At the beginning of the school year, I’m excited to see my students! I’ve missed them, and I’m excited to rekindle the relationships. I like to touch base with what’s going on, see the growth and find out what’s happened in their lives. I am also excited about all the new things I have to present to them, and the journeys I want to take them on throughout the year.
We are teachers. We know the importance of our work. We have made a career commitment to helping young people learn. Yet, we know that we’ll never finish our quest to be the best teacher we can be.
Often, conventional music notation is studied on an elemental level by pulling visual symbols, representing rhythm and pitch, out of their musical context for study. What happens when we consider that complex traditional music notation has become so rigid that its study at an elemental level lacks value, function, or power?
In 1946 during my first year of undergraduate studies, I took my very first course in philosophy. How I loved that course! Yet for all my enthusiasm at the time only two precise memories remain. Those of you who know me will laugh at this first one simply because I haven’t changed a whit to this day!
Looking for Songworks I & II or other printed resources?
Head over to our Books page for these and more!
• SWEA Newsletter & Teaching Ideas
• SWEA Membership
Available in Members Access Area
Become a Member, Gain Access to 50+ Sturdy Songs & Study Activities
From the Archive
No Results Found
The page you requested could not be found. Try refining your search, or use the navigation above to locate the post.