Music Method Project - Overview
Learning to play an instrument is an activity many people, between children and adults, undertake.
Teaching an instrument is an incredibly complex task which, even when not so well accomplished, can, nevertheless, generate quite good performers. This, though, is because some people posses very good, beyond average, musical qualities and, regardless of the programme's quality undertaken, they attain a high outcome.
At this point one may ask him/herself what would those musically gifted students have reached if their undertook music programme would have been much more efficient? And, further pondering, what would those less musically gifted students have reached if their undertook music programme would have been much more efficient?
Listed below are some qualities a good teacher holds:
Teaching an instrument is an incredibly complex task which, even when not so well accomplished, can, nevertheless, generate quite good performers. This, though, is because some people posses very good, beyond average, musical qualities and, regardless of the programme's quality undertaken, they attain a high outcome.
At this point one may ask him/herself what would those musically gifted students have reached if their undertook music programme would have been much more efficient? And, further pondering, what would those less musically gifted students have reached if their undertook music programme would have been much more efficient?
Listed below are some qualities a good teacher holds:
- Skills intended to be taught must be self-possessed
- Competence in relating with others, specially young people, must be clear
- Must posses a good, effective, comprehensive programme
The Music Method Project [MusMP] is a global, comprehensive and large project, made up by several series of textbooks, as a result of almost twenty years of research in music pedagogy, particularly in instrument pedagogy and musicianship pedagogy.
What guarantees a music student his/her finest possible improvements?
Which are the most effective and incisive activities to propose during an instrument lesson?
Primarily, we can identify three main areas of development: Musicianship Development, Instrument Development and Cultural Development. Although other factors may contribute to the student’s global musical growth, we’ll mainly consider the first two.
What guarantees a music student his/her finest possible improvements?
Which are the most effective and incisive activities to propose during an instrument lesson?
Primarily, we can identify three main areas of development: Musicianship Development, Instrument Development and Cultural Development. Although other factors may contribute to the student’s global musical growth, we’ll mainly consider the first two.
Musicianship should be considered as essential for the student’s improvement; in many cases it is not and for many reasons, among which lies the complexity to plan a specific curriculum.
While Musicianship will slightly develop when studying an instrument, musicianship development will be a primary factor for a most excellent instrument improvement. Thus, some activities will be undertaken with one's own musical instrument while others will be done without.
While Musicianship will slightly develop when studying an instrument, musicianship development will be a primary factor for a most excellent instrument improvement. Thus, some activities will be undertaken with one's own musical instrument while others will be done without.
Consequently, we are developing the Musicianship Method Project [MMP] which will combine with all the branches of the Instrument Method Project [IMP]. The IMP branches which are already underway are the Piano Method Project [PMP], the Guitar Method Project [GMP] and the Percussion Method Project [PercMP] (ex PSMP, Percussion Studio Method Project).