Is using a Method in teaching music really all that important?

The topic can be controversial, but having taught for nearly thirty years in the field of music, I've begun to realize that methods, while being great food for thought and tools for planning, can rob me of the joy of teaching. Allow me to elaborate. . .

Through the years, I've studied many different methods, systems, approaches, techniques, and the like. I gathered great ideas from many of them, but it soon became apparent to me that no ONE method can be the right approach for each student's learning needs. Therefore, I am beginning to believe that many methods combined make a "good soup" for today's classroom learning environment.

I happen to have great results with The Kodaly Method, but can also see the great benefits of Suzuki and The Orff Approach mixed in with it. There are those who believe in Speech Level Singing, although I've not tried this technique, I have read about the results that have been gained from it and I can't say that I disagree with it, even though I don't practice it with my students.

What I am saying is that it's all about flexibility. A teacher who is ingenius and innovative should not be closed to ANY method. Rigidity is contrary to what our art requires of us. We sometimes get so caught up in one way that we fail to see the forest for the trees. In other words, we get in the way of ourselves AND our students' learning. Believe me, I know how difficult it can be to have four hundred students, nineteen classes a day and do your best to find ways to teach ALL of them, leaving none behind and falling short of that mark. For a music teacher, it can be quite daunting to deal with the paper work that's involved, the research that is necessary to integrate the information, and keep the organization of these methodologies in your mind! It's mind-numbing to think of the responsibilities of reaching EACH child depending on their learning styles.

Instead of focusing on all of these scary details, let's try simplifying. (the Keep It Simple, Stupid approach - KISS). KISS makes sense to me. It allows us to work with what we know and can teach well and be "creatively" redundant with it. Creative redundancy gives the "old" tried and true lessons a fresh approach. It means practicing the method of your choice (the core or base curriculum), a hundred different ways by adding in the key ingredients offered from other methods different from your main curriculum. It means that you don't necessarily HAVE to do the same thing the same way for every student OR follow the "guidebook". Don't get caught up in being rigid. It's not a sin to try something new. Have fun, focus on the progress made and spend time de-stressing on those days where we came face to face with defeat.

On the days we find ourselves stuck in the process, de-stressing and a good night's sleep works wonders. What are some of the ways we can prepare ourselves for our students?

Get the cobwebs out
Before the opening of the school year, get out the workshop materials, the textbooks, and your best songs and review. Vow to try at least one new thing each week. If you don't see your students every day, try something new each month. That way, you have something different to keep you enthused about teaching and your student/s have something fun and challenging.
De-stress
This can be done by taking a nice, long walk, go swimming or to the gym. If you can melt away your tension in bath water, then do it up right, with candles and bubbles. It's good to take care of ourselves so we can take care of others. Don't forget to be good to yourself.
Clarify what you expect from the start
Rules can be a pain but it can be even more painful without them. So make sure your student/s knows what you expect from them on day one. Have rules in a prominent place so that the students are never unsure what you expect. Also, consequences can be discussed but I've found that defining what those consequences are is sometimes futile for certain students. It my experience, it's best to customize that the consequences according to the rule breaker. What works for one child, may not work with another so once again, remember to be flexible and adapt to the needs of the situation.
Be organized
This has been a BIG challenge for me in the past. With so many students to keep track of and the constant addition of student and moving away of others makes the challenge even more daunting. I have now devised a system that works for me. I keep a bulletin board behind my desk that I pin all "in-house" memos on. I also have a section that applies specifically to incoming and outgoing students. All additions and omissions to my roll book take place at the end of the day. That section of my board has to be clean before I allow myself to leave for the day.

Remember to do something fun, each and every day. This can be in the classroom or just for yourself. Keeping laughter and joy in your life has a way of affecting everything that you do.

Back to the question of whether Method is really that important? Yes. I think methods are critical for good, solid teaching. Do I think they are the answer to everything, or the "be - all, that ends - all" solution? No. Instead, I think a refreshed, and enthusiastic teacher, having as much fun as the students, is what makes the biggest difference in the end.

For more reading:

Organization of American Kodály Educators

International Kodály Educators

Gordon Institute for Music Learning

Dalcroze Society of America

The Dalcroze Method

The Alexander Technique

Kindermusik

Suzuki Method

 

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