Course Welcome

Course Goal

Aspiring musician-performers often possess advanced technical skill and deep theoretical knowledge within their instrument or musical discipline but lack the pedagogical skills to effectively transfer this knowledge to students. This gap presents challenges when they enter teaching roles, as their struggle with self-efficacy, combined with a lack of pedagogical knowledge, can make it difficult for them to articulate concepts, adapt instruction to various learning levels, and create engaging learning experiences.

Specifically, the course aims to tackle the following issues:

1. Confidence in teaching and communication: Many students feel uncertain about their teaching abilities. The course addresses this by offering opportunities for repeated, low-stakes practice and feedback.

2. Integration of theoretical and practical knowledge: The course provides an online platform for students to compile a personalized "Teaching Toolbox," ensuring they consolidate what they learn each week into practical, usable teaching strategies for future application.

By addressing these issues, the course seeks to enhance students' employability and confidence by equipping them with essential teaching skills to complement their strong foundation as performers.

Longy Course Structure

The Pedagogy for Winds and Brass course operates on a flipped-classroom model, designed to maximize engagement and practical application in teaching. Each week, students will access an e-learning module that includes lectures, videos, readings, and assignments crucial for preparation before attending the in-person class.

By adopting a flipped-classroom model, the course ensures that students engage with foundational material (lectures, readings, videos) on their own time, so that in-person sessions can focus on practical application, collaboration, and discussion. To gain the most benefit from the classroom experience, it is imperative that students complete the online module for each week. Engagement with these materials will be monitored, and formative quizzes will assess comprehension at the conclusion of each week's e-lesson.

As a supplemental resource, students are expected to maintain an online document, serving as their Teaching Toolbox. This document should contain teaching tips, links, and notes that can inform your future teaching practices. The Teaching Toolbox will contribute towards both the midterm and final course grades, and students will have the opportunity to download it upon completion of the course.

In-person classes for Longy School of Music students convene every Monday in room N1, with Zoom participation available for those unable to attend due to illness. These sessions will focus on collaborative assignments, discussions, and authentic teaching practices, reinforcing the theoretical knowledge gained in the online modules.

Course Topics

• Week 1: Teaching Principles

• Week 2: Breathing for Wind Players

• Week 3: Teaching Brass

• Week 4: Teaching Woodwinds

• Week 5: Teaching Musicianship and Practice Skills

• Week 6: Teaching Best Practices, Culturally Responsive Teaching

• Week 7: Giving Constructive Feedback

• Week 8: Teaching the Mental Game

• Week 9: Using Solfege, Audiation, and the Kodály Method

• Week 10: Coaching and Conducting Sectionals

• Week 11: Job Applications and Navigating School Systems

Learning Objectives

You will be able to:

1. Teach Fundamental Techniques of Woodwind and Brass Playing

• Describe the foundational skills required for each instrument, including embouchure, breath control, finger dexterity, and articulation.

• Demonstrate these techniques through practical examples and exercises.

• Introduce techniques for efficient and effective practice sessions.

• Promote healthy habits to prevent injury among wind and brass players.

2. Identify and Implement Teaching Best Practices

• Analyze the teaching methods of accomplished musicians and educators.

• Discuss how their techniques can be adapted to various teaching situations.

• Incorporate elements of culturally responsive teaching.

• Implement best practices for student-centered teaching.

3. Offer Constructive Feedback Tailored to the Learner

• Assess individual student needs and provide specific, actionable feedback.

• Utilize positive reinforcement to encourage improvement and confidence.

4. Select Appropriate Instruments, Equipment, and Repertoire for Students

• Guide students in choosing suitable equipment, including mouthpieces, reeds, mutes, and music to enhance their playing experience.

5. Recall Notation and Read Transpositions for Woodwind and Brass Instruments

• Familiarize yourself with various clefs and specialized notation relevant to woodwind and brass instruments.

• Practice transposing in various keys and between wind instruments.

6. Lead Ensemble Rehearsals

• Use active listening to identify ensemble issues such as pitch, pulse, and balance.

• Use ensemble techniques to develop cohesion and blend among performers.

7. Prepare for Teaching Applications and Interviews

• Be able to describe your teaching philosophy in job interviews.

• Prepare a professional resume.

• Design a curriculum outline

8. Create a Teaching Toolbox with Tips for Teaching Wind and Brass Students

• Compile a resource of strategies, games, and exercises to enhance the teaching and learning experience.

Expectations for Student Participation

1. Completion of Online Modules:
   Students are required to complete each week's online module prior to the subsequent in-person class.

2. Access to Technology:
   Each student must have access to a laptop or desktop computer equipped with high-speed internet.

3. In-Person Attendance:
   Attendance in each in-person class session is mandatory. Students are expected to actively participate in discussions, engage in activities, and take part in teaching practice scenarios to enhance their learning experience.

4. Creating a Collaborative Environment:
   Each student will contribute to fostering a supportive, open, and healthy learning environment.

5. Encouragement of Questions, Embracing Mistakes:
   All questions are encouraged. Mistakes are opportunities for growth and improvement.

Adherence to these expectations will facilitate a rich and productive learning experience for all participants.