Music lessons is a kind of formal instruction in playing a musical instrument or singing. Typically, a student taking music lessons meets with a music teacher for one-on-one training sessions ranging from 30 minutes to an hour in length over several weeks or years. For vocal lessons, teachers show students how to sit or stand and breathe, and how to position the head, chest, and mouth for a good vocal tone. For instrument lessons, teachers show students how to sit or stand with instruments, how to hold instruments, and how to manipulate fingers and other body parts to produce the tone and sound of the instrument. Music teachers also establish technical exercises, music pieces, and other activities to help students improve their musical skills. While most music lessons are one-on-one, some teachers also teach groups of two to four students (semi-private lessons), and, for very basic instruction, some instruments are taught in large group lessons, such as piano and acoustic guitar. Due to the widespread availability of high speed. Internet with low latency, private lessons can also be done via live video chat using webcam, microphone, and online videotelephon.
Music lessons are part of amateur music instruction and professional training. In the context of amateur and recreational music, children and adults take music lessons to improve their singing or instrumental playing skills and learn basic to intermediate techniques. In the context of professional training, such as music conservatories, university music programs (eg, Bachelor of music, Master of music, DMA, etc.), students who wish to pursue a professional musician take music lessons once a week for an hour or more with a music professor for several years to learn advanced play or singing techniques. Many instrumental players and singers, including a number of pop music celebrities, have studied music "with ears", especially in folk music styles such as blues and popular styles such as rock music. Nevertheless, even in popular and popular styles, a number of players have several types of music lessons, such as meeting a vocal trainer or getting childhood instruction in instruments such as a piano.
Video Music lesson
Posture
For vocal lessons, teachers show students how to sit or stand and breathe, and how to position the head and mouth for a good vocal tone. For instrument lessons, teachers show students how to sit or stand with instruments, how to hold instruments, and how to manipulate fingers and other body parts to produce the tone and sound of the instrument. For wind and brass instruments, teachers show students how to use lips, tongue, and breath to produce tones and sounds. For some instruments, the teacher also trains the students in the use of the foot, as in the case of pianos or other keyboard instruments that have a damper or retain pedals on the piano, pedal keyboard on pipe organ, and some drums and cymbals in drum kits such as drum bass drums and cymbal pedals hi-hat. In addition to teaching touched, the teacher also provides other types of instruction. A guitar player learns how to strum and pluck a string; wind instrument players learn about breath control and embungtures, and the singers learn how to use their vocal cords without hurting the throat or the vocal cords.
Teachers also show students how to achieve the correct posture for the most efficient outcome of play. For all instruments, the best way to move your fingers and arms to achieve the desired effect is to learn to play with a bit of tension in your hands and body. It also prevents the formation of habits that can hurt the skeleton of the bones and muscles. For example, when playing the piano, the fingering - in which the fingers to put keys - is a skill learned slowly as the student progresses, and there are many standard techniques a person can pass teacher.
There are many myths and misconceptions among music teachers, especially in Western classics, of "good" posture and "bad" posture. Students who find that playing their musical instrument causing them physical pain should bring this to the attention of their teacher. This can be a serious health risk, but is often missed when learning to play a musical instrument. Learning to use one's body in a way consistent with the way their anatomy is designed to work can mean the difference between a crippling injury and a lifelong pleasures. Many music teachers will remind students about "no pain, no results" as an acceptable response from their music teacher about physical pain complaints. Concerns about injuries related to music usage and ergonomics have gained more acceptance in recent years. Musicians are increasingly turning to medical professionals, physical therapists, and specialized techniques seeking relief from pain and prevention of serious injuries. There is a plurality of special techniques for greater potential plurality of difficulties. Alexander's technique is just one example of this particular approach.
Maps Music lesson
Theory and history
To fully understand the music being played, students must learn the basics of underlying music theory. Along with musical notation, students learn rhythmic techniques - such as controlling tempo, recognizing time signals, and the theory of harmony, including chords and key signs. In addition to basic theory, a good teacher emphasizes musicality, or how to make music sound good. This includes how to create nice and fun tones, how to do a phrase of music, and how to use dynamics (loudness and softness) to make a song or song more expressive.
Most music lessons include some instruction in the history of the type of music students are learning. When a student takes Western classical music lessons, music teachers often spend time explaining the various eras of western classical music, such as the Baroque Era, Classical era, Romantic Era, and contemporary classical music era, as each era is associated with different musical styles and practice techniques different performance. Instrumental music from the Baroque era was often played in the 2000s as a teaching work for piano students, string instrument players, and wind instrument players. If students are only trying to play this Baroque work by reading notes from a score, they may not get the right kind of interpretation. However, after a student learns that most Baroque instrumental music is associated with dance, such as gavotte and sarabande, and Baroque era keyboard music is played in a harpsichord or pipe organ, a modern-day student is better able to understand how the song should be played. If, for example, a cellist is given a gavotte originally written for a harpsichord, it gives students insight into how to play a song. Since this is a dance, it must have a regular and clear beat, rather than the Romantic era rubo style. In addition, since it was originally written for the harpsichord, a light-sounding keyboard instrument in which strings are plucked with thorns, it indicates that the notes should be played relatively lightly, and with spaces between each note instead of in full-run, legato sustainable.
Technical training
Although not universally accepted, many teachers drill students by playing repetitive patterns, such as scales, arpeggios, and rhythms. Scales are often taught because they are the melody building blocks in most Western music arts. In addition, there is a study of flexibility, which makes it physically easier to play the instrument. Percussion instruments use the basics that help in the development of sticky patterns, rolling techniques and other small nuances like flam and drag.
There is a set of exercises for a piano designed to stretch connections between the fourth and fifth fingers, making them more independent. The brass player practices lip slurs , which is a unarticulated change in embouchure between partials. Woodwind (Saxophone, Clarinet, and Flute) players have plenty of practice to help with tongue technique, finger dexterity, and tone development. The entire book of etudes has been written for this purpose.
Pieces
Teachers usually assign students pieces (or songs to vocal students) by slowly increasing the difficulty. In addition to using works to teach a variety of basic music (rhythm, harmony, pitch, etc.) And teach the elements of a good play style (or sing), a good teacher also inspires more intangible qualities - such as expression and music. Pieces (or songs) are more fun for most students than theoretical or scale exercises, and an emphasis on learning new pieces is usually necessary to maintain student motivation. However, teachers should not overly accommodate the students' desire to "please" pieces. Often students' ideas about fun music are popular vocal choices, movie soundtracks, and TV show theme songs, etc. While some of these "fun" pieces can be done, pieces should also be selected for pedagogical reasons, such as challenging students and hone their skills. Students must learn something from each piece of work they play. In addition, for students to become knowledgeable, they have to play many types of songs by composers and songwriters from various eras, ranging from Renaissance music to pieces from the 20th and 21st centuries. Various repertoires enhance students' musical comprehension and skills.
Checkout
A popular measure of progress, especially for children, is an external assessment of pupil progress with routine examination. A number of exam boards assess students on the theory or practice of music. It is available for almost any instrument. The common method of marking progress is a graded exam - for example from grade 1 (beginner) to 8th grade (ready to enter higher education in music school). Some teachers prefer other targeting methods for their students. The most common are student concerts, which provide experience in public play and under certain levels of pressure, without direct criticism or more or less arbitrary marking systems. Another is a book-rating system followed by Suzuki's methodologies, where the completion of each book is celebrated, without a student's marking or ranking system.
Extra-music benefits
Some studies show that music lessons provide children with important developmental benefits beyond just the knowledge or skills of playing an instrument. Research shows that music lessons can improve academic intelligence and achievement, build self-esteem and improve discipline. The Rockefeller Foundation study recently found that music majors have the highest acceptance levels to medical school, followed by biochemistry and humanities. In the SAT test, the national average score was 427 on verbal and 476 on mathematics. At the same time, music students averaged 465 on verbal and 497 on mathematics - 38 and 21 points higher, respectively. However, the correlation observed between musical and mathematical abilities may be inherent rather than acquired. In addition, it is possible that the correlation between taking music lessons and academic ability exists because both are strongly correlated with parental income and education. Even if music lessons have no impact on academic ability, one would expect to see a correlation between music lessons and academic ability.
Skills learned through the discipline of music can transfer to the learning skills, communication skills, and cognitive skills that are useful in every part of the child's studies in school. An in-depth study at Harvard University found evidence that spatial-temporal reasoning increases as children learn to make music, and this kind of reasoning increases temporarily as adults listen to certain types of music, including Mozart. This finding (called The Mozart effect ) suggests that music and spatial reasoning are psychologically related (ie, they may depend on some of the same basic skills) and may be neurological as well. However, there is much controversy about this because the researchers subsequently failed to reproduce Rauscher's original findings (eg Steele, Bass & Crook, 1999), questioned the theory and methodology of the original study (Fudis & Lembesis 2004) and suggested that the effects improving music in experiments has only been due to increased levels of arousal (Thompson, Schellenberg & Husain, 2001).
The relationship between music and mathematical reinforcement, dancing, reading, creative thinking and visual art skills has also been reported in the literature. (Winner, Hetland, Sanni, as reported in the Art and Academic Achievements - What Evidence Shows , 2000) However, recent findings by Dr. Levitin of McGill University in Montreal, Canada, undermines the suggested relationship between musical ability and higher math skills. In a study conducted on patients with Williams Syndrome (a genetic disorder that causes low intelligence), he found that although their intelligence is young children they still have amazingly high musical abilities.
See also
- Band sectional
- Clinic (music)
- Five-finger exercise
- Learn music with ears
- Master class
- Music Education
- School band
- Music Society
References
Source of the article : Wikipedia
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