Blog categorized as Practicing

Please enjoy this guest post from Paul McGlinchey, executive team member in charge of Community Development at Teach Music 21C. Thanks Paul for sharing your thoughts.

Music teachers are already designers, whether we realize it or not. We're especially good at designing a given student's curriculum, a...

I appreciate all the recent conversations I’ve had with music teachers who are intentionally changing the tone of music lessons. Like Sophia who’s integrating students’ own choice right from the first lesson. And Patrick who’s grown comfortable with promoting student independence. And Joanne who pre...

This blog post is authored by Dyane Protzmann Rogelstad, a long-time supporter of Teach Music 21C. Thanks so much Dyane for sharing your reflections on Questions & Concepts from TM21C. There's lots to think about in your words. 

What makes TM 21C so great for me? 

In March, 2020, when I ...

It's an immense pleasure to welcome Paul McGlinchey (TM21C Executive in charge of Community Outreach) as author for this post. Thank you Paul for your insight into music teaching and commitment to Teach Music 21C. 

I don’t often talk about my age. When you get old, there’s not much you can do about it! But these days it seems quite remarkable that I’ve been playing piano for 66 years and teaching for 47. That means I’ve been around long enough to observe some remarkable changes. I’ve seen trends come and go. P...

Group Classes are a mainstay of my teaching. I appreciate how bringing students together once a month fosters a vibrant, collaborative environment that complements our weekly individual lessons. These sessions provide opportunity to dive into a wide range of activities, but there’s one activity that...

Everywhere I go these days, I’m impressed to see how many music studio teachers are reevaluating the traditional master/apprentice model. There’s an extraordinary transition taking place as teachers work hard to incorporate the various layers of student-centered teaching: authenticity, flexibility, ...

It's January 2025: a timely moment to consider how music teachers guide our students’ musical development. This year, I’m inspired by a remarkable trio of life skills: persistence, excellence, and reflection. It’s amazing to consider how these three qualities play fundamental roles in our students’ ...

In two previous blogs, I began a three-part exploration of Universal Technique - the idea that there are fundamental components across vocal and instrumental musical development. Firstly I took a look at "the core". Secondly it was "breath". Now it's time for the final element - ...

In my previous blog, I began a three-part exploration of Universal Technique - the idea that there are fundamental components across vocal and instrumental musical development. Last time it was "the core". Now it's time to take a look at the second element. Can you figure out what it is?

As a vocal or instrumental music teacher, I suspect you’ve already got a fairly concrete list of technical aspects that you want to pass on to your students. You pay close attention to various factors that assist students with producing beautiful tone, developing technical ease, and promoting musica...

Have you ever had a week of teaching that really made you stop and think - What’s going on? Why is this happening? Most likely you have. So you won’t be surprised if I tell you that last week was one of those weeks when I realized a group of my students had been stuck on a plateau for quite some tim...

How often do you think your students spend time with their favourite Chill Out piece? Once in a while? Every now and then? All the time? Whenever it’s convenient? Never - they don’t have any Chill Out pieces. 

Have you ever thought about the cycle of Growth and Rest in learning/teaching how to sing or play a musical instrument? Mother Nature reminds us that Growth and Rest always work together. After a day of Growth, we’ve got nighttime as a very much needed period of Rest. Or consider the seasons - ...

Do your students ever get frustrated during their lessons? Have you ever had the following situation? The student repeatedly returns to the beginning of the piece, starting over again and again in order to create sufficient momentum to make it through the unwieldy challenges in bar 3. Finally, after...