The teaching of Applied Music offers a unique opportunity for the college student as well as the instructor. For a minimum of six semesters, student and instructor meet weekly for one hour, one on one. This frequent and consistent contact facilitates a thorough study of music in all it various components. Fundamentals of music are the primary focus of each lesson, but opportunities invariably arise throughout the student's course of study for direct application of such concepts as developing strategies for coping with performance anxiety, competition, educational psychology, discipline, teaching and learning styles, self and other respect, camaraderie, compromise and negotiation, and colleagiality.My teaching style is modeled after the theories of Carl Rogers and Behavior Modification. Delineation in the role of the teacher and the role of the student must be clear. The teacher strives to cultivate an attitude of excellence in a positive atmosphere for learning. Consequently, the teacher is to be a model of the highest standards of performance and professionalism, inside, as well as, outside the studio. The teacher creates an atmosphere in which a free and open exchange of ideas can occur between the teacher and the student. The teacher must fully accept the student as a valuable human being while helping the student learn to achieve his professional and personal goals through the expression of appropriate cultivated behaviors. For example, the responsibility of grade achievement, as outlined by the teacher, is left up to the student entirely. This practice allows for the teacher to evaluate the behavior of the student without having to evaluate the student as a human being. It is the student's responsibility to align behavior with the desired goal, or reevaluate the goal.
My goal as a Professor of Applied Music is to unite the varied components required of students in the curricula requirements degrees offered through the School of Music. A new student under my tutelage begins study with the basics of performance. I use etudes, scales, and long tones primarily to teach the basics of tone production, intonation, rhythm, ear training the physiology of the respiratory system, the development of a regimented practice routine, and the training of psycho-motor skills. After the basic principles integrate into the student's playing, I use solos to introduce and develop the various elements of performance. Professor and pupil thoroughly analyze each solo to assist the pupil in understanding how the varied components unite to produce a work of art. During the process of studying each solo, the student is expected to become more familiar with the elements of performance: 1) phrasing 2) definitions of musical terms 3) the style period and correct performance practice of the solo 4) the formal structure of the piece 5) the harmonic and melodic structure of the solo 6) the composer and 7) what else is happening historically, socially and artistically in the world at the time the solo was composed.
With this philosophy of teaching, I have found that students leaving upon graduation posses the ability to demonstrate, execute and articulate the various components of music with skill and artistry.
If you have comments or suggestions, email me at pebbers@mailer.fsu.edu
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