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Here is the (dare I say it?) final post in our Methods to Style series. I hope these posts have been useful to you and your students. As always, I am allergic to the detergent used in jail so no actual images from method books have been used here. I have given complete information for . . . → Read More: Methods to Impressionism and Modern Style: Part 2  “That’s weird. I don’t like it!” is often the response to impressionistic and 20th–21st century music. Students (and sometimes parents, siblings, and family pets) complain that they don’t understand the music–there is no melody to sing and it is hard to read and hard to hear and hard to count. They are pretty much correct. Yet, . . . → Read More: Methods to Impressionism and Modern Style: Part 1 In this, Part 2 of our series in thinking out of the lines about preparation for classical era repertoire, we will look at examples of early steps to harmony, form, passagework, accompaniment patterns, articulation, and slow movements. Be sure and check out the previous posts in the series. As always, I hope that you can . . . → Read More: Methods to Conversation & Balance: The Classical Era Part 2 Here is the next post in our series about thinking out of the lines as we use method books–about looking further than notes, rhythm, and technique to aurally and physically laying the foundation for the demands of intermediate and advancing repertoire. Students are often very familiar with several classical era selections. The most infamous is . . . → Read More: Methods to Conversation & Balance: Classical Style Part 1 It’s time for Baroque Part 2 of my Out of the Lines series. If you haven’t already done so, I suggest reading Out of the Lines: Romanticism Parts 1 & 2 and Method Books vs. The Baroque Part 1. I will, as always, try to give you as much information as possible for each piece . . . → Read More: Method Books vs The Baroque: Part 2 In Romanticism Part 1, we talked about the profound technical and musical demands made by romantic repertoire. Romantic subject matter is also often gothic in nature, dealing with mature love and the darker side of fantasy, which makes for experiences that are both inappropriate for and far beyond young students. The chart below lists many . . . → Read More: Out of the Lines: Romanticism Part 2 In this second installment of my series on thinking out of the lines about method book pieces, I am going to tackle the Baroque Era. Because of my unwillingness to blog from behind bars, actual images from the scores won’t be used. I will try to give you as much information as possible for each . . . → Read More: Method Books vs. The Baroque Part 1 Say hello to Part 1 of the series I promised on thinking creatively about method book pieces. I hope the ideas you find here will spur you on to discover many more chances to think out of the lines in the pieces you teach. I’m sorry that I can’t have actual examples from the scores, . . . → Read More: Out of the Lines: Romanticism Part 1  |
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