MUSIC 23241
January 19, 2011
Chapter 1: A Musician's Life
The chapter begins by describing all the jobs a musician can have including, but not limited to, performing, composing, improvising, arranging and even sound and recording engineering. Campbell talks about how a music teacher may have to do any of these jobs at any given time and sometimes several of these will pop up in the profession. She refers to people calling music teaching a "back-up career" and how this notion is very uninformed and untrue. Teaching requires traits and techniques that not everyone possesses or can learn. A key trait of a musician is to learn music and pass it on. The next section divides up into five mini-sections describing five different people who are at different stages of decision making to figure out if they truly want to be teachers while still students at a university. To be a great music teacher you must have training and experience, but it is almost safe to say that your real experience starts on the first day of the job. The reality of teaching techniques, leading rehearsals, and communicating music effectively is important for a teacher to learn. There is a nature versus nurture argument about music teaching because some people believe you are born with the natural talent, other believe it is all learned, and then the rest believe you have to possess both natural talent and education.
When describing the five different types of students who want to go on to music teaching as their profession, I could definitely identify with the "Shy Girl" description. I would love to teach, but I can't help but feel nervous as soon as I am in front of a group of any size or age. I am uncomfortable knowing people are judging me and I am afraid of not being effective enough to get my point across when leading a rehearsal. I know, of course, I will have to get over this fear and become the leader I know I can be, I just need to be more confident in myself and my audience.
Throughout the chapter I found many things I agree with. I definitely agree that your real experience won't start until you are in front of your group of students and they are all listening to you and waiting for you to lead them. You must keep good eye contact, have focused energy and honest enthusiasm, minimal teacher talk, and clear cues, gestures and directions. Warmth and humanness are also very important to make the group feel comfortable and want to learn from you. I have seen many situations in which the teacher has to take on many other jobs to keep the group together and happy. This chapter definitely inspires me even more to want to be a music teacher.
Campbell, Patricia Shehan. (2008). Musician & Teacher. 1-15.
Interesting that you identify with the "Shy Girl" description Campbell provides. I can't wait to see you grow and learn and "come out of your shell" in this program, and to read your Philosophy at the end of the semester!
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