Professional Development for Music Educators

Music educators who teach privately often work in isolation. Continuing education and professional development can re-energize one's teaching and musicianship.

Private music teachers wear a variety of hats in addition to teaching, such as: administrator, guidance counselor, mentor, coach, amateur-psychologist, marketing and salesperson, computer IT troubleshooter, webmaster, bookkeeper, ensemble musician and collaborative pianist.

The private music teacher faces the unique challenge of developing curricula tailored to each student. In addition, the studio music educator needs to learn how to switch gears and approaches quickly. The first student of the day may be a hyper five-year old, but the next student may be a serious 15 year-old, followed by a self-conscious 53 year-old. Each student requires a different approach, teaching and communication style to keep them engaged and progressing at a steady rate.

This rapid pace often leaves little time to practice scales, much less commit to professional development. However, by dedicating time for ongoing professional development, the private music teacher can learn about new techniques, tools and ideas and return to their studios re-energized by a fresh perspective.

Independent Professional Development Ideas for Music Teachers

Establishing personal learning goals for the term is one way music teachers can keep their own musicianship and technical skills in shape. For instance, piano teachers can decide to work through Bach's Inventions one by one or a set of character pieces by an unfamiliar composer. Voice teachers could work through a song cycle by an emerging composer.

All teachers could work their way through the repertoire for the conservatory system(s) they have adopted in their studio (e.g. Royal Conservatory/National Conservatory of Music of America, Conservatory Canada, Canadian National Conservatory of Music, London Conservatory of Music).

In larger city centers, there are community and professional musical clubs such as the Musicians' Support Group or Piano Diploma Association (both in Calgary, Alberta, Canada). These groups meet once a month for members to perform for each other.

Other performing ideas including joining a community ensemble, such as a choir or jazz combo, playing at church, as well as performing at events such as weddings, funerals, social and corporate functions.

Music educators can learn about new techniques and tools by reading professional publications. The American Music Teacher, Canadian Music Teacher, Clavier and Keyboard Companion are examples of print publications.

There are also online discussion forums for music teachers, such as Teachers.net, and the can-pno-ped Group on Yahoo Groups to discuss music pedagogy, studio administration and life/work balance.

Continuing Education Courses for Music Teachers

Studying with a teacher who is more experienced is another way to keep for music teachers to keep growing. Every teacher's training and "pedigree" is unique, making it possible to learn new approaches with each teacher.

Learning a new style from a teacher who is more experienced in a that particular genre can re-energize a music teacher's own playing. It is far easier for a classically-trained musician to teach bossa nova, improvisation and jazz after signing up for some coaching sessions.

Taking up a new instrument as an adult may sound daunting. However, one's overall musicianship stands to benefit from doing so. By learning new technique on the new instrument, music teachers may come to realize where they have been unconsciously storing tension developed from having poor posture or learn how to play more expressively on their primary instrument.

Music teachers can continue their education in their field. Graduate courses for teachers are available in Music Performance, Conducting, Composition and Pedagogy. Some universities, such as the University of Ottawa, offer online education for music teachers. The Royal Conservatory of Music is one of several conservatories worldwide that offers a Licentiate program.

Music teachers can benefit from taking continuing their music education in a related field, such as the Feldenkrais method, the Alexander Technique, general pedagogy or psychology courses. Even learning new software to use when teaching or to improve office processes would be beneficial.

There are numerous workshops, conferences and seminars on music performance, music pedagogy, composition, collaborative music and theory. The Music Pedagogy International Conference, the National Conference on Keyboard Pedagogy, the Music Teachers National Association and the Canadian Federation of Music Teachers' Associations host conferences on an annual or bi-ennial basis.

The Banff Centre for the Arts, the Eastman School of Music, the Calgary Arts Summer School Association and the Heifetz International Music Institute offer courses and workshops annually.

Music educators can also gain new ideas and build a support base by joining a professional network, such as the Music Teachers National Association (MTNA), the Canadian Federation of Music Teachers' Associations (CFMTA), Alberta Piano Teachers' Association (APTA) or the Alberta String Association (ASA).

There is a Japanese proverb that says, "To teach is to learn." Music teachers can re-energize their teaching and develop their own musicianship by dedicating time to professional development. Through independent study projects and reading, music teachers can maintain their own playing skills. Music teachers can keep their performance chops up and stay in tune with the performing challenges their students face by performing regularly.

Through courses and professional associations, music educators can learn about new techniques and tools to incorporate into their studio and build a support base. By getting involved with the musical community, the stresses and frustrations that come from working in isolation can be diminished.

Sources

Canadian Piano Pedagogy

Music Teachers' Helper. "Skill Upgrades for Music Teachers" (October 30, 2009)

Suite101.com. "Teacher Professional and Personal Development" (December 21, 2009)

Originally published on Suite101.com on January 20, 2010. Updated March 24, 2013.

Music Examination Systems in Canada

An overview of the music conservatories used in Canada and the music examination boards, including RCM, ConCan and CNCM.

Music examinations have played an intrinsic role in Canadian music education since Confederation. Music teachers, music students and their parents can benefit from learning more about the various curricula available so as to adopt a system that complements the teachers’ vision and the students’ goals.

The Royal Conservatory of Music – Canada’s Oldest Music Examining Board

The Royal Conservatory of Music of Toronto (RCM) was established in 1886. Notable alumni include 15-time Grammy Award winner David Foster, former Governor General Adrienne Clarkson and jazz legend Oscar Peterson.

Preparatory to Grade 10 practical examinations are available for all brass, percussion (including piano), strings and woodwind instruments, as well as accordion, speech arts and voice. Exams are offered for all levels of music theory and musicianship.

Associate Teacher/Performer (ARCT) and Licentiate (LRCM) certification are available. High school accreditation is granted for Grades 6 – 8.

Examinations can be taken worldwide in December/January, April, May/June or August. In the US, RCM Examinations is known as the National Music Certificate Program.

For practical exams, students prepare four to seven contrasting pieces from different musical periods (Baroque, Classical, Romantic, Impressionism/Late-Romantic and Modern Classical). They are also tested on aural, sight reading, rhythm and technical proficiency.

Traditional and Contemporary Music Examinations Through Conservatory Canada

Conservatory Canada (ConCan) is a merger between two regional conservatories that stemmed from amalgamations of older systems:the Western Ontario Conservatory of Music (founded in 1891) and the Western Board of Music (established in 1934).

Grade 1 – 10 Traditional practical examinations are offered for all brass instruments, clarinet, classical guitar, flute, organ, piano, saxophone, teacher development, violin, viola, violoncello and voice. Associate Teacher/Performer (ACCM) and Licentiate Teacher/Licentiate Performer (LCCM) certification are available. ConCan also offers music examinations for Levels 1 – 10 in piano, guitar and voice through its Contemporary Idioms syllabus.

Examinations are held throughout Canada in February, June and August. Partial examinations are available for the higher grades. Music theory exams are available for all levels.

Conservatory Canada offers recital assessment, teacher development and mini-lessons with the examiner. Students can apply their examination marks for high school credits in music.

Music students prepare six to eight contrasting pieces, from Baroque to 21st Century Classical for Traditional examinations. They prepare four contrasting pieces for Contemporary Idioms, ranging from ragtime to rock. They are also graded on improvisation and lead sheet playing.

For both formats, students must perform a supplemental piece. They can select one song from the other program, improvise or perform their own composition. Technical tests also assess fluency of chords, as well as jazz scales, church modes, whole tone, pentatonic and octatonic scales (much more than just traditional major/minor scales). Bonus marks are awarded if one piece is performed with a CD back-track or live jazz musicians. Aural, sight reading, harmonization, rhythm, transposition and musical knowledge are also graded.

Comprehensive Exams Through the Canadian National Conservatory of Music (CNCM)

CNCM was founded in 2002. Introductory Level – Grade 10 practical exams are offered for piano and voice (strings program in development). Certification is available in Early Childhood Music Education, Pedagogy, Associateship in Music (A. Mus.), Licentiate in Music (Lic. CNCM) and Fellowship.

Students can take a Performance Exam, where they perform a full recital programme for the examiner, family and friends (other components are tested separately). Alternately, students can take a Workshop Examination, in which all requirements are performed privately for an examiner. The parents and the teacher can attend the interactive workshop.

Students can do a “theme examination”, such as an all-Disney recital or a Canadian composer programme. As with all music examinations, solo performance is graded. However, it is possible to perform a collaborative work, such as a piano duet or a jazz combo in a theme examination.

Students must prepare at least seven works and one encore. Aural, vocalization, sight reading, harmonization, rhythm, transposition, improvisation and musical knowledge are also assessed.

Music examinations are held throughout Canada in February, May/June and August. Partial exams are available. Music theory testing is offered for all levels. CNCM has applied for Prior Learning Assessment and Recognition to grant high school accreditation.

Some Canadian music teachers and students follow a British curriculum. Two popular conservatories are the London College of Music and Media (LCM) and the Associated Board of the Royal Schools of Music (ABRSM).

Each music conservatory has something to offer; therefore it is impossible to say that one is “the best”. Music teachers contemplate several factors when deciding which system(s) to use, from their teaching philosophies and approach to their students’ skills, aptitude, interest and commitment level. These grading systems and curricula offer music teachers and students a broad spectrum in music education.

Sources:

Canadian National Conservatory of Music. Canadian National Conservatory of Music Piano Syllabus. Markham: Mayfair Montgomery Publishing, 2002.

Conservatory Canada. Conservatory Canada Piano Syllabus, 1999 Edition. Waterloo: Waterloo Music, 1999.

The Royal Conservatory of Music. he Royal Conservatory of Music Official Examination Syllabus, 2008 edition. Mississauga: The Frederick Harris Music Co. Ltd., 2008.

Official Syllabi of The Royal Conservatory of Music: Popular Selection List, 2011 Edition - An Addendum to the Piano Syllabus, 2008 Edition

(2011 Edition). By The Carnegie Hall Royal Conservatory Achievement Program. For Piano. This edition: 2011. Piano. Official Syllabi of The Royal Conservatory of Music. Level 1-9 (Level 1-9). Book. 36 pages. Published by The Frederick Harris Music Company (FH.S34)

...more info

An Introduction to Music Examinations

Learn about what is involved with music exams, from exam requirements to pros and cons and from examination types to what examiners are looking for.

According to the Royal Conservatory of Music of Toronto (RCM), over 100,000 students register for an exam annually through RCM Examinations (National Music Certificate Program in the US). As there are other music examination systems, the true figure is even higher. Before registering for a music test, having a basic understanding of what is involved can help with preparations.

What Happens in a Music Examination?

There are two types of music examinations: practical and music theory. In a practical exam, students prepare several contrasting pieces for their instrument. Genres include Baroque, Classical, Romantic, Impressionism/Late-Romantic, Modern Classical, pop/rock, jazz and Latin.

Music students should be able to execute technical exercises with a high level of fluency and accuracy. They are also tested on aural, rhythm and sight-reading skills. Depending upon the exam system, students may be tested on improvisation, keyboard harmony, oral questions, transposition and memorization.

All music conservatories have a syllabus for each instrument which lists recommended repertoire for each grade. Syllabi also include a detailed description of technical requirements and music theory co-requisites.

Music theory exams are generally written examinations, although some conservatories offer keyboard harmony tests. Beginner and intermediate students are assessed on rudiments, while advanced students take exams in music history, harmony, counterpoint and analysis.

The Pros and Cons About Music Examinations

Music teachers in professional associations, such as the Canadian Federation of Music Teachers’ Associations and discussion groups like LinkedIn have debated about the benefits and downsides to music examinations.

The benefits of taking a music examination are varied. In Recognition of Accomplishment, RCM states some of the benefits as being:

• certificates and awards

• high school credits for music classes

• motivation to achieve a goal

• personal growth through achievement

• post-secondary school eligibility

Music examinations aren't for everyone. They can be stressful, especially if one is unprepared. They require a strong commitment from the students, parents and teacher. Students preparing for an examination require more practice time than recreational students. Supplemental repertoire sometimes gets pushed aside to focus on the examination requirements.

All practical examinations test solo performance. However, two Canadian systems, Conservatory Canada and the Canadian National Conservatory of Music do allow the examination candidate to perform a collaborative work to a CD track or live combo (some restrictions apply).

Although there are grading standards, marking is highly subjective in music exams. At music teacher workshops, conferences and discussion forums, music educators have discussed examination issues such as inconsistent customer service and marks that don’t reflect the examiner’s comments.

The music examining boards used in Canada offer slightly different programs. Music teachers will generally specialize in one or two conservatory systems. Students interested in taking music exams can inquire at the audition-interview which conservatory the teacher follows.

About the Music Examiners

Music examiners are music professionals with at least an undergraduate degree in music. These educators have taught for many years and have prepared students for music examinations.

They must also have experience adjudicating at music festivals or competitions and be members of good standing in a professional teaching association. Some are composers, performers and sought-after clinicians for pedagogical workshops and conferences.

To be a member of the College of Examiners, candidates must complete the conservatory’s training program. Music examiners grade exclusively for one conservatory.

What are Examiners Looking for in a Music Exam?

For practical examinations, examiners look for a high level of proficiency in exam pieces, technical exercises, aural, rhythm and reading tests. They assess articulation, dynamics, fingering, notation fluency, phrasing, rhythm, tempo, tone and an understanding of the musical style.

For music rudiments, students are tested on various aspects of music, including musical terms, scales, chords, intervals, rhythm, key recognition and analysis. Advanced music theory exams test students’ knowledge of various areas, including musical periods, structure, composers, significant pieces of repertoire and harmonic analysis.

For all music conservatories in Canada, 60 – 69% merits a passing grade. Honours is awarded for marks between 70 – 79%, First Class Honours is given for marks between 80 – 89% and First Class Honours with Distinction is given to students who earn 90% or higher.

Regardless of the motivation for taking music examinations, preparing for and taking an exam can be a stressful experience. However, with solid practice habits, a supportive teacher and family, taking a music exam can also be a rewarding experience. It is beneficial to have a good understanding of what the requirements, concepts and commitment involved are before preparing for a music exam.

References:

Canadian National Conservatory of Music. Canadian National Conservatory of Music Piano Syllabus. Markham: Mayfair Montgomery Publishing, 2002.

Conservatory Canada. Conservatory Canada Piano Syllabus, 1999 Edition. Waterloo: Waterloo Music, 1999.

Royal Conservatory of Music: College of Examiners (accessed August 11, 2010).

Royal Conservatory of Music. The Royal Conservatory of Music Official Examination Syllabus, 2008 edition. Mississauga: The Frederick Harris Music Co. Ltd., 2008.

Originally published on Suite101.com on August 11, 2010. All rights reserved by Rhona-Mae Arca.