Utilizing pre-teaching strategies in the orchestral classroom

Abstract

The lessons presented in this report are focused on improved lesson planning and pre-teaching strategies. The goal of these lessons was to increase students’ success at sight-reading as well as pre-teach necessary concepts and techniques before the introduction of a piece. There are many variants of pre-teaching strategies that cover the vast areas of music and teaching, but specifically the ones in these lessons are centered on creating music within a specific key, the K-T-T-K-M sight-reading process, and rhythm reading in 3/8. These strategies have helped my students grow in a variety of ways, specifically in building independence and self-sufficiency as a music student. They have also given students a chance to see that there are many ways in which you can be a successful musician outside of the performance aspect of making music. When I began my master’s degree, one of my personal goals was to fill in the gaps in my learning and run more efficient and effective rehearsals with students. I found myself teaching in a program with high achieving musicians with a lot of talent and felt like I was doing a disservice to my students for not begin able to hold the most effective rehearsals. My entire classroom routine has changed drastically since beginning the MME program. I wanted to get the most out of each lesson, spend less time having to teach the “basics,” and make sure that the instruction students were receiving from me would ultimately give them the skills to be independent and lifelong musicians. I believe the information I have gained from my advanced rehearsal techniques and literature analysis classes have greatly aided me in my music selection, score study, and lesson preparation process. The upper and low strings pedagogy classes have helped merge the gaps in my learning and increased my confidence teaching instruments that are not my main instrument. Finally, the theories of music teaching and organization and administration of a school music program courses has given me a chance to reflect and brainstorm ways of making my program more authentically me and continue to help me create a safe and welcoming classroom for my students to learn. Overall, the biggest takeaway is that I feel more prepared as an educator, I feel like I am able to serve my students in the way they deserve, and I have continued to grow and a person, musician, and educator.