Music business and lockdown—has the industry gone digital?
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Everyone comes into contact with music at school eventually. For some it is an exciting affair and sometimes even the beginning of a musical career! Others, conversely, don’t know what to do with music in class. It is clear that music in school is one of the most formative times for understanding music. Therefore, good first experiences with theory and practice play an important role. But how exactly can in-school music lessons be designed well and correctly?
Why music in school is a blessing and a curse
Making music with other students often means that their first exposure to music and instruments is a very playful experience. This means children can get to know music comfortably, without the pressure to succeed. This is exactly what makes it such a good starting point, but that shouldn’t be in foreground of music lessons. By playing the various instruments, many students develop an interest in history and would like to work more with the respective instruments. In order for music to come to life in school, it is therefore important to have a good mix of diverse examples, your own creative phases, and additional theoretical input.
Above all, however, the shortage of teachers means that music lessons are lacking the practical component. This either leads to various instruments being played without a plan or concept, or to music lessons becoming very theory-heavy. In the long run, however, both of these take away the pupil’s desire to make music.
Compulsion vs Freedom in music lessons
Another potential problem with teaching music in school is that motivated students study with students who have no interested in music. While the music in class can be very demanding and encouraging for some, the lessons can be a test of patience for others. Compared to a music class outside of school (which is more likely to be populated by genuinely interested learners), students in a school-based music class might be less inclined to show their interest. Additionally, school-based music teachers have less time to focus on developing the skills and passion of their students.
At the same time, the freedom to make music in school is usually restricted by specific guidelines and exams. Pupils aren’t always free to choose their instruments or music genre. Put simply, if you always have to play the piano without really wanting to, you lose the fun of making music in the long term. This is exactly what must be avoided for good and lively music lessons in school.
Theoretical impulses meet practical music-making
In contrast to a music school, the focus is not only on the instruments and the most beautiful pieces. Historical elements, the theory of harmony and notes, rhythm and other aspects must also be conveyed in a short time. Since music is usually only taught for around 45 to 90 minutes per week in school, there is little time left for practice. Theoretical content could be better understood and internalized through practice and ideally ensure enthusiastic young musicians.
Even if theory is, of course, moving more and more into focus in secondary schools, a different standard is to be applied, especially in elementary schools. Playful impulses ensure that the fun of making music goes hand in hand with the first learning successes. The mixture of active play and intensive listening awakens a whole new level of joy in music. The more children and young people are reached with music lessons, the more positive the effect on the children’s leisure time and mood.
How music in school influences leisure time
Music is fun and helps children learn through play. For example, if you are learning notes, it is often easier to memorize vocabulary later. And even children who seem rather unbalanced can find their center again by making music. The musicians of tomorrow also sit in music lessons at school. Many talents sit in the classroom without knowing that they can make a career in music. This makes it all the more important that the right focus is placed on music lessons. Without positive experiences in music lessons, it would be reasonable for many students to register at a music school, for example. However, if the students are enthusiastic about the music lessons from the start, there is seldom anything in the way of their development as a musician. For many great musicians, learning music in school was an important first milestone. Especially if your own family does not have any musical traditions and therefore does not have any instruments.
This makes music lessons an activating element
In order to adapt music in school more to the wishes and needs of the students, one has to think beyond the classical teaching unit. So that a real interest in music and its many facets can be conveyed right from the start, the focus must be on the individuals’ wishes. This is the only way to make music more than just a subject in school. The following aspects can be a good approach to making music lessons more attractive and modern:
- Individual support of the passions of students
- Playful learning of notes in connection with instruments
- Working with examples and showcasing great musicians
- Detaching music lessons from the image of a major or “grade”
- Focus on making music together in the creative sense
Every teacher has different ideas about the lively communication of music. Just because your own enthusiasm has already been aroused, this does not automatically apply to the students who are present. While the children in elementary school are usually still easy to inspire with practical music, this is not so easy with music lessons for young adults. But we can change that:
Three tips for a livelier class
Students don’t have to be unmotivated and music lessons don’t have to be boring. Music teachers can use the following tips to help them organize their lessons:
- Enjoyment of music comes from practice Practice should be the focus from the very first music lessons. Kids aren’t going to want to play an instrument if they don’t know what it sounds like. It is therefore particularly important for music in elementary school to integrate various instruments directly and let the children play them.
- Teachers should be real role models A music teacher who doesn’t enjoy instruments and music? Sounds like the makings of a bad music lesson. If you want to convey the passion of making music to others, naturally you must to bring a certain passion with you. Only in this way do teachers become role models. So show your enthusiasm—it could inspire the same in many students.
- Music in school lives from good examples In addition to making music independently, working with examples should also be part of the class. Anyone who has already heard the most famous works by Handel, Bach and Mozart will also show more interest in history. But examples of popular music will also spark enthusiasm. Classics like Pink Floyd’s “Another Brick In The Wall” or discussion of individual genres can inspire students. In addition, they develop a feeling for music and its many facets.
With creativity and commitment to enthusiastic students
These tips show what’s really necessary for dealing with students in a good music lesson: A good mix of theory and practice, musicians with heart in the role of the teacher, and a certain amount of musical freedom. In addition, the musical exchange with other students during music lessons at school becomes an important part of musical development.
Of course, there will still be students who just don’t enjoy music. And that’s fine. It is clear, however, that practical and well-planned teaching units ensure that significantly more students are enthusiastic about music and continue to make music in their private lives. If you want to exchange ideas with other music teachers about the design of the lesson, take a look at our Discover page on mukken or place an ad yourself.
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