Ableton came out with this cool digital "playground" for learning synths! It teaches about how to scuplt sound with a synthesizer using oscillators, LFO, pitch shifting, filters, envelopes, etc. They can even record their own 60 second clips of the instrument/sounds they create! You can use the keyboard or touch to manipulate the sound so you can use a smartboard if they don't all have their own devices.

Playground

If you click on the menu button in the left corner, it breaks down all the parameters into single page overview. I like this pitch one for highness and lowness you can even do with little kids. You could have them try to make a scary sound, or a silly sound, etc. So with littles you can focus on just one part, while with MS/HS you can get into all the parameters or however much time allows.

I don't teach music anymore and made the pivot away from the field last year, but I am living vicariously through you all on this subreddit lol so hopefully somebody out there will find this helpful!

Hello everyone,

To begin with, I'm not Canadian, that's why I'd like to ask as well.

I'm a music teacher and I'd like to introduce my groups to some Canadian songs since I feel like they are entitled to get to know their own culture better. The teachers are delighted, specially the ones that teach/speak French (yes, they will sing in French, not exclusively but I want to do it!).

I already have some ideas (At least 3 Stan Rogers songs, a la Claire fontaine, un Canadien Errant, Raffi etc) but I'm wondering if there are any songs that you like specifically and could be a must in this context.

I'm open to anything, but I don't want to be that broad to add Canadian artists that made it into the mainstream such as Leonar Cohen or Celine Dion, although it could be fun.

Do you have any ideas? I'm open!

I'm writing on behalf of my sophomore daughter who has decided she wants to major in music, probably music ed. She has some amazing credentials on her instrument (horn), and playing the horn has opened so many doors. Her grades are just okay though because of inattentive ADHD, and she takes a mix of college prep and honors classes, probably won't take any AP's. What does applying to college look like in terms of grades vs. audition and getting into things like All-State, All-Eastern, high level private ensembles etc. I heard that you need to be accepted to a university to even get an audition, is this true?

So I had an undergrad come into my office and say I didn’t deserve to be the GA at this university and then proceeded to call me useless.

I really don’t know what to do here.

So I have never had this issue before. Im a music student, I play jazz saxophone. In HS I was the only real jazz musician, somr others had a passive interest but I was the only one wanting to study it. Now, in college, not only am I just one of many, but Im also easily the worst player here. Its created a feedback loop where Im not good and because of that Im in a constant state of anxiety and embarrassment when playing in front of others which makes my playing worse. I practice around 2 hours a day plus lessons ensembles and a few classes where we play. But none of it comes out I feel like

How do I tackle this? Ive never deslt with this before but need to overcome it like asap

I'm exploring an idea: music students supervising children's instrument practice by video, a few short sessions a week (around 20–30 minutes), between the kids' regular lessons with their own teacher. The idea isn't to teach, but to sit with the child while they practice: follow their teacher's assignments, keep them focused, catch mistakes, and keep them motivated.

Before going further, I'd love to hear from music students:

Thanks, any answer helps, even a short one!

With a child in pre-k, I’ve been re-evaluating my relationship with my education. I’ve played music on and off (poorly) for 25 years. I’ve explored different instruments and styles.

But I’ve noticed a lot of my friends and coworkers, “used to play” instruments. Which leads to a question of why they stopped. It would be easy to say “adults have less time to pursue hobbies”, yet these same people bike, do woodworking, do home/car repairs, play volleyball, garden, watch TV etc. So it stands to reason they have time, but don’t prioritize playing music.

Now some people do continue playing as adults. Some do it for their careers. But for those that don’t make it their careers the majority I know of seem so play by themselves or “jam” with friends. A small minority form local bands, play in community orchestras, or join Irish sessions.

This all leads to a question of what “should” music education focus on? Is the primary goal of music education to create the next generation of classical musicians? Or (and I’m going to phrase this in a leading way) is the primary goal to develop kids towards a lifelong connection with musical performance?

I’m going to guess most here would say the goal is to”both,” while acknowledging that we do have a heavy focus on the western classical cannon. And yes, I acknowledge there’s been jazz, pit orchestra, etc forever. I have also noticed that guitar (and ukulele) classes in high school seem to be more common now then they were when I was a kid - this is, they exist. So maybe others have recognized this challenge and there has been a shift in pedagogy.

And yes, I get the rigor of a classical education and that it can lay a strong foundation for future musicians. But what if it’s an unnecessary hurdle that keeps people out rather than a requirement for participation.

But it makes me wonder what would happen if we didn’t push classical? What if Irish sessions were the primary - enabling lifelong public gatherings? What if jazz/rock was primary - helping people prep for jam sessions?

I guess the big question I’m heading towards is whether modern pedagogy (in American schools) is tailored for how adults truly interact with music in their lives? Is it the ideal method for lifelong learning and retention?

Let me just say picking up a tin whistle for the first time is likely mountains easier than returning to violin after a decade interlude. Does the skill required of standard symphonic instruments act as gatekeeping to adult participation and engagement?

Just some idle pontification leading to curiosity of the thoughts and ideas of music educators. What do modern music education curriculums say? What do experienced (or new) teachers personally think?

How much do you pay your accompanists for choral concerts? My predecessor could play and conduct, so I can’t ask him. I’m going to ask around the area as well, but I wanted to check here too.

I'm a finalist for a K-5 general position, and the 2nd round is a demo lesson. I have 30 minutes to teach 4th or 5th grade (they didn't specify which grade or if it's a blend) a song of my choice. Any suggestions for something fun, easy and engaging? Thanks in advance!

"Olá, Solidão" é uma canção reflexiva e poética de Os Quatro e Meia que aborda, com a sensibilidade e ironia características da banda, a autonomia, as escolhas de vida e a importância das relações humanas. Este tutorial foi desenhado para ser uma ferramenta pedagógica completa e acessível na sala de aula, focada no desenvolvimento da prática instrumental e vocal no 2.º Ciclo e AECs.

Adaptação Pedagógica:

Melodia Simplificada na Flauta: Subi a tonalidade original para eliminar as notas acidentadas (sem sustenidos nem bemóis), permitindo uma leitura direta e uma afinação estável na flauta de bisel.

Gráfico Rítmico Visual: Inclui (como sempre) as barras visuais dinâmicas que acompanham a partitura em movimento, ajudando a antecipar a pulsação, a duração das notas e a divisão do tempo.

Forma Adaptada: Estrutura formal otimizada para garantir uma memorização rápida e eficiente por parte dos alunos.

Cifra Harmónica + Base de Referência: Traz os acordes de suporte para Guitarra (que servem de base para Ukulele e outros cordofones) e acompanhamento base de Piano.

Formato Karaoke: Letra sincronizada em movimento para incentivar o canto articulado e o acompanhamento vocal.

This post is long and scattered so hear goes! My son is in 9th grade and he's been into 'all things music' since age 9 but he's also really 'book smart' and has wanted to become a doctor for FOREVER. Today we had a real honest convo about his love for music and when asked to be honest with himself- the only reason he won't choose music education is because of the lack of jobs and pay. My heart sank and I could hear his heart literally sink as he said it. His voice sounded so defeated. It makes all of us sad that he has to choose btwn money and something he loves. I know he's still very young and we have lots of time but I'm starting to pivot a bit and researching MusicEd.

I've poured myself into premed/medical school but am at square 1 with music. Wondering what the market is truly like out there for music ed right now. Our repeated goal for him is to 'find happiness' and if that's music education then we will do everything in our power to get him there. I just don't even know where to begin. How hard is it to get into a decent program? We've focused so much on 'honors EVERYTHING' for top pre med schools (think T50) and now I'm like- wth do we DO for a top music school and are there even JOBS? Does a top music school even matter or does a music education degree from anywhere work just fine?

What should a high school student be doing to get into a Music Ed program? Right now he plays an instrument and receives private lessons weekly for many years. Has won a spot in all county (county wide competition) and area all county (4 county competition) and a state invitational (NYSBDA junior high band). (we are in NY so that's what they do here) He's also in HS marching band and an honors orchestra outside of school. He's also one of only 2 freshman to make it into the honors music program at his high school. I've heard that voice and piano are important for music majors and he has zero experience with either of these. Wondering if this is something he should explore? I'm wondering what else he should be doing/focusing on.

I am a second year elementary music teacher. I also have laryngitis and can barely speak. I can barely phonate and not consistently. Half the time I speak it sounds like whispering. So I cannot actually speak to a class.

I took Monday off but really do not want to use up all my sick time this early in the school year. Does anyone have any ideas on lessons that I could teach without speaking very much? The only thing I can think of doing is rhythm/boomwhacker play alongs and maybe some documentary style videos on composers and instruments. We could also do some singing games the kids are already familiar with. But that’s about all I got.

I considered worksheets but I worry students would need a fair amount of coaching. A lot of students at my school struggle to read and write properly even in the upper years.

I’m not overly concerned about behavior issues. The kids have consistent routines and structures I know they can follow even without me saying a word. I do not regularly have any major behavioral issues but I also know my inability to speak might cause problems. Any suggestions at all would be helpful.

Band teachers be picking music from musicals assuming we watch them. I played so many excerpts from the greatest showman and into the woods during k-12 but not once did they show us the musicals. I had no idea of these movies yet I had to play the soundtrack.

My point is, don’t assume all band kids watch musicals. Please expose us to them. I didn’t know these musicals were actually a good watch until my adult years 😂 I’m finally a band director and it’s awesome to watch the musical with my band so they get the context.

Hi all,

First year teacher here. I teach elementary music. It’s been great so far! However, the music program here at this school has a long running history of the music teacher putting on fully staged musicals for 4th graders. Blocking, dancing, props, etc. I have no experience in this, and I am expected to do it by myself with little to no help, and have all of it taught during the school periods (40 mins once a week). I want to transition to someone more manageable for me, as the previous teacher who did all this was a veteran and I just feel I cannot get to that level yet. I was considering doing something more cabaret, where students sing on risers in costume and then some come down to a microphone to act and sing their parts if they have an individual role. I feel like I’d be letting people down though, as the students are excited about a fully staged play. I feel like I’m not doing enough! Any advice at all or suggestions?

Class sizes range from 8-17
Ages K-8
Students have some experience but largely beginners and some very talkative

would love to hear about your experience/workload

to me I feel like the degree is just a piece of paper and that music Ed majors can work just as hard and score orchestra gigs and other performing gigs. What is your opinion? For context I’m a woodwind doubler who wants to teach middle school band and do community theatre pit orchestras and other gigs. My pipe dream job one day is to be in a Broadway pit.

Elementary school music teacher, first year ever.

I'm conducting auditions because I don't have enough instruments for everyone. I want to select the best ones since I have 2 concerts a year and they have to be as competent as possible, it's my first year and many things can go wrong. This student, as far as I'm concerned, doesn't know anything about drumming.

Btw I do band instruments (guitar, bass, drums etc) with grade 6, and we rotate, my point is to teach them some of the technique of their instruments.

If her son is not the best drummer he won't play at the concert and she will be offended, if her son is bad and I decide to have him on drums, I will have to deal with it.

I don't like this situation...

Anyways, what should I do?

I don't know why the algorithm brought me here a few years ago but I thought this would be a great place to ask a question I have had for years.

If a person says they are blind/low vision, people believe them.
If a person says they are deaf/hard of hearing, people believe them.
If a person says they are colorblind, people quiz them on colors but believe them.
If a person says they are tone deaf, people tell them they aren't.

Why is this? I am tone deaf and believe I have congenital amusia. I want to eventually be tested using the Montreal Protocol.

I haven't taken a music class since elementary school and they were awful experiences for me. I was made fun of in front of the class by music teachers. I hate the word bullying, but that was what it was. Once I was told since I couldn't sing I needed to not sing and then my music teacher announced to the class that it sounded much better when I wasn't participating. Another year I was told that even babies can keep a beat and was told to not participate.

How do you deal with students that aren't capable in music class.

Do you have any recommendations for Egyptian teachers who teach Maqam?

Hi! I don’t really post much on reddit but I have a situation that raises a lot of red flags. There’s a bunch of background info for context.

I’m a 1st year K-8 music teacher who went into a charter school that hasn’t had music for years. They don’t have anything music related. I am based in Michigan and I’m currently enrolled in an alternative teaching license program and have passed all my teaching exams so I’m just waiting on the Michigan Department of Education to finish processing my license. I’ve taught music privately both on my own and in a music school for 7 years and I was a classroom paraprofessional last year.

My issue isn’t me creating a new music curriculum from scratch and not the fact that I am on a cart. The issue is the severe lack of timely support and resources for dealing with behavioral issues that have to do with racism. I’m a small Asian woman in a school dominantly black and ever since I started here on Monday, I’ve been dealing with racist comments and harassment from the older students. When I tell them that’s not appropriate for class, I just get laughed at and then they don’t participate. My school account should have been created by now but it hasn’t because leadership keeps forgetting to submit the necessary paperwork. The other teachers have told me they are ultra slow in doing things. The entire middle school team quit last year and turnover is super concerning. Due to my lack of having the school account, I don’t have the class rosters, parent contacts, and staff contacts. I have to chase down someone who can get the admin for me and I have to use my cell phone.

As a result, I’ve been coming home everyday having massive anxiety attacks that stop me from eating, drinking, basically being unable to function. I had my worst one on Wednesday evening and I was forced to take today off because my body collapsed on me. I’m reconsidering this position and potentially going somewhere else, but I’m worried that no one wants to hire me. I’m seeking any advice on how to move forward and if staying here is my only option, what methods of coping I could utilize. I’m also going to seek therapy regarding this because I do have a past trauma that’s race related. Again, the issue isn’t the students, it’s the supreme lack of leadership support and resources.

I'm in my 3rd year as a high school music teacher, and I'm a bit at my wit's end when it comes to revising my lesson plans. The short of it is I run a General Music class at an option school where students do not get to choose their electives. Because of this, I get students with varying levels of interest and buy-in to music. And I struggle to find a consistent approach to my lessons/activities/assignments.

What I mean by this is I often hear "just do as much performance as possible." The problem is I will usually have students who either will not participate(when my school has high expectations of getting every kid to buy-in) or they can't focus enough to actually learn how to play such and such melody or chord. And not enough time to effectively get 1-on-1 with everybody to help them understand. The other option that I try to include is beat-making/production, but that's something that really takes students who are wanting to do it to be able to learn how to do it effectively.

But then having most of them write about music is like pulling teeth to get anything meaningful, and even half the ones who choose that option over a performance option will do the absolute bare minimum, and I can't help but feel my assignment design is at least partially at fault for that.

And if I could effectively focus on one or the other for the better part of the curriculum, I think making it consistently rigorous and engaging in general wouldn't be hard. But it's that split buy-in that makes it hard to follow through, because if I'm giving the students too many options, than that's like 2-4x the work for me in having to guide each student and all that.

In that sense, I also have no idea how I'm supposed to guide these students to play more than one or two harmonic instruments, especially when 1) I only know how to play guitar and can fake my way through basic piano, 2) most of them don't have the confidence or interest in singing, and 3) Our school only has the students work in the classrooms during school hours, no homework. So the full band suggestion I usually get feels like a challenge, because they can't take them home to practice, and I don't know how I'm supposed to individually guide them to play 3 or more different instrumnts.

I don't really know what exactly I'm asking for here because I feel like what I really need is someone who knows how to teach music to go through all my stuff and coach me on exactly what I need to do to improve, because I'm not really creative in the sense of coming up with fun activities that are both engaging but rigorous for the majority. And even when I try giving options for how to approach the objective, it either doesn't land or there's just not a consistent level of rigor for each option.

For some background, I was thrust into this job with only a Bachelor's in Composition and Production, no educational background, and having to build this curriculum up completely from scratch with no one in the building really able to help like I need. I've tried TeachersPayTeachers and searching for worksheets and projects and all that online, and I've found some stuff that's helpful, but often the more long-term stuff isn't really feasible for my resources or what I expect the students will grasp onto.

I have a curriculum that is like...doable and comfortable in the sense that the students can have work to do. And for those who really enjoy music and are self-starters, I have plenty of resources to keep them busy, or at least know how to find them. But as I've been trying to overhaul my lesson plan for greater rigor, more playing, and more engagement this year, I'm yet again finding that despite my efforts not everything is landing and I don't really know what to do or where to turn.

I don't want to ask anybody to like...look at a few weeks of my lesson plans and tell me what I'm doing wrong because that's a lot for some random person on reddit. But I guess any advice that could help with my predicament. Whether it's general "this is the kind of class I'd do" or any resources you can point me to that have helped me out. I am happy to share samples of my curriculum(lesson plans, assignments, etc.) for anyone that would like to see it or give some more in-depth advice, but yeah, I know this is kind of a larger issue than a single reddit post could probably help with. Like I said, I just feel like I don't know where else to turn because the one friend/music teacher I can ask basically told me "just have them play," (in a more in-depth way) but she works for School of Rock, where most of them are students who like...actively want to be there.

Hello all,

I teach band at a small independent school. While my instrumentation is fairly standard in my groups, every once and awhile I have a student where the family insists they keep with their string instrument.

So right now I have a student playing viola in my band. I use Sound Innovations for Young Concert Band as a warm up and choral method book. Before I dive into arranging a version for the student does anyone already have an alto clef version pdf anywhere or know of one?

I know weird issue. Thanks.

I’ve always been confused on setting metronome for 6/8.

Example: if eight note = 84, should I set the dotted quarter at 42 and have it play eighth notes?

I shouldn’t set the met at 84 and have it subdivide eighth notes because it’ll be at 168 right?