Critical Thinking for Music Makers

Music is one of those aspects of human life about which most people have an opinion. Often, when interpretations and meanings clash and collide, it is the music maker’s viewpoint that many consider the most significant, whether it’s the intention of the composer, the interpretation of the performer, or the musical leadership of the conductor.

We know, however, that music is much more than a set of pre-determined meanings. Programme notes providing analysis and interpretation, a caption accompanying a video on a singer-songwriter’s Instagram account, a website detailing the philosophy and mission of an ensemble — all these are part of musical meaning-making, but far from all of it.

Continue reading →

Making secondary music lessons more engaging and relevant to students

Teaching secondary music is an experience I’ve found very rewarding because students at this age have the ability to engage, talk back, and have conversations that are affected by — and affect — how they’re shaping their own identities as young adults. Three strategies I’ve found very useful in engaging secondary students during music lessons are: 1) starting with something familiar, 2) emphasising enjoyment, and 3) maintaining the importance of intellectual rigour.

Continue reading →