The home for content and extra material related to the Choralosophy Podcast with Chris Munce!
I am really struggling with teaching online. I know many of you are too. Since, I pick up a vibe that this is a touchy subject to discuss, I have no choice but to discuss it. Such is the lot of the podcaster, I suppose. I hope this helps somebody.
How can we set up our music courses to truly meet students where they are and encourage students that singing is skill to be built, and not a talent one “has” or “doesn’t have?” Can we create a curriculum and grading structure that does not reward and punish students for their exposure to music, or lack of it, BEFORE they signed up for our classes? We can if we grade on growth.
“NOT teaching literacy every day to every student is elitist.”
Chris Munce
In this short episode I will present some ideas and processes that have been very successful for me and my students, and how those processes have changed through trial and error. At one time, I held the belief that students should be held to a standard to be “reached.” Now, the academic goal for each student is to leave the class a better singer and musician than when they came in. Achievement is simply a byproduct.
Just a short note of encouragement to those of you colleagues putting a lot of pressure on yourself right now. Stop it! Do your best, but stop it. 🙂
This is not really a haiku.
Anybody else?
Do people every misunderstand what it means to teach choir? Show them this… actually don’t…
First installment of #choirdirectorprobs Why don’t undergrad programs teach a course in riser maintenance?Â