Rote Notation/Practicing at Home

            In my last blog, I discussed myself as a high school student in band. I could not read music; even though I played both a treble and a bass clef instrument. I knew the treble clef notes and understood some of the note values but I learned to play my instruments by ear. This is what kept me interested in music and why I have such a passion for it today. Of course, I learned how to read music a lot better when I got into college. In my undergrad, I felt that I was not taught the correct way in my music classes in high school. I was behind in many of my theory classes and I resented my band and choir teacher. Over the years, I realized that not everybody goes to college for music or, much less, read music. There are many students in these classes for the experience and the interest. Rote notation is how I learned music and is another way to teach it. Years ago, I was not musically literate and, today, many of my students are not. I have come to realize that if they can learn music better by ear than their eyes, it’s not the end of the world. In the reading for this week, Bauer (2014) discussed pedagogies for teaching music literacy. He talked about Edwin Gordon and how he developed Music Learning Theory. “Music Learning Theory outlines a developmental process for the acquisition of music reading and notating skills that begins with rote imitation of musical sounds and involves extensive playing by ear” (Bauer, 2014). This made me think back to when I was in high school and looking at my students today. I see many get frustrated and board quickly when learning to notate music. I do believe it is important but it should not be the only way. Using rote notation does have its’ advantages. It helps the student use their ears and concentrate more aurally. I know many adults who are in Community Theater that cannot read music. Many of the directors copy their parts onto a CD so they can hear their part. Gordon explained that before children learn to read the written word, they first listen to (aural) and then speak (verbal) the language (Bauer, 2014). Rote notation is more helpful for younger children because they are beginning to read and write. It can also work for children in middle school and high school. I know how important it is to teach students how to read music; which is why I still incorporate it in my lessons. Rote notation is what I use to make their ears stronger, to help them concentrate, and another method to interest them in music.

            When reading about the internet resources, I did not agree with the discussion on wiki. “Wikis provide a platform on which a user can quickly build a website. The most famous wiki is probably Wikipedia” (Bauer, 2014). In high school and my undergrad, I was allowed to use the internet to get information for writing papers. Wikipedia was one website that I could not use because of the amount of information that my teachers told me was incorrect. They would explain to me how other users would go on and type in their own information without any valuable sources. Since then, Wikipedia has made a notice that explains how some of the information may be incorrect. I do not see how this would be a good resource to use in a music class. This website is very easy to read and to find facts. I do not see how music students would benefit from it; as well as any student working on school projects.

            In my opinion, practice makes progress; not perfect. I have come to that realization since I became a teacher five years ago. The book discussed how practicing has been identified as effective in developing musical performance, knowledge, and skill (Bauer, 2014). The hard part is getting students motivated to practice. Intrinsic and extrinsic motivation is something students feel when being rewarded. Some students practice because it is intrinsically rewarding while others feel accomplishment when receiving a good grade or a prize. There are a number of technologies available to help intrinsically motivated students practice at home; as well as for extrinsically motivated students to achieve the grade they want. I have seen and heard students use the website YouTube when learning a new instrument and listening to their part in a piece an orchestra is playing. I have also used this myself when going through music as well as practicing my own instruments. It was helpful for me because I had this resource available while practicing. Students have suggested to me how YouTube is a great tool for private lessons on an instrument. This would help those that could not afford music lessons but only if the student is disciplined enough to work on their own and keep at it. Websites for accompaniment, such as Chromatik, would be helpful for choral students to practice. The most important thing a student can have at home for practice is support in the home. The more support students receive at home, the easier it will be when rehearsing in the classroom.

 

References

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music.