10 Powerful Strategies for Creating a Music Teaching Curriculum

Evolving a Curriculum

To many instrumental teachers, the idea of strategies for creating a music teaching curriculum will probably seem unnecessary, unimportant, or even somewhat intimidating! Effective instrumental teaching, however, does require both structure and direction and even though this may be uncharted territory for many, there is much to be said for thought and exploration in this subject. 

Since very few countries prescribe any specific national syllabus for the learning of musical instruments, instrumental teachers are left to create their own.

In the previous post, we discussed how to keep your student or your son/daughter interested in learning music. In this post, I will show some strategies for creating a music teaching curriculum.

Many teachers fall into a kind of ‘making it up as they go along’ approach, the success of which depends largely on luck! So, as an efficient and thoughtful teacher, you will need to evolve, at least in general terms, your own ‘curriculum’. It is not a complicated or daunting task; your ideas will develop as you experiment, experience, explore, and discover. This basic curriculum need not include anything more than:

• The methodical presentation of technique
• Knowing what repertoire you will use 
• The development of musicianship skills, including aural and sight-reading
• Appropriate suggestions for involving your pupils in musical activities outside the lesson

As a result, the effectiveness of your teaching will almost certainly be noticeably enhanced. 

Certain questions need to be considered. For beginners, should you base your teaching on a particular tutor book or method, or possibly a combination of methods? Should you use different methods for different pupils? Should you evolve your method? And as your pupils progress, should you structure your teaching around grade exams?

Whichever avenue you choose, and it will probably be a combination of all the above, always bear in mind both the short-term and longer-term aims of your curriculum, and always explain them to, and discuss them with your pupils. Young instrumentalists will greatly appreciate knowing both the rationale behind what you are teaching them and how this fits into their longer-term development.

Teaching Style

Just as the arts have been subjected to periods of considerable experimentation during the last hundred years, so too has music education. Instrumental teaching can now follow any path between the strict, no-nonsense, common-sense guidance given, for example, by Mrs Curwen in her PianoForte Method (1886), and the more recent liberal methods, as formulated by music educators such as R. Murray Schafer and others. Here are some strategies taken from the writings of the above-mentioned teachers. Compare the two approaches:

Mrs Curwen

• Teach the easy before the difficult
• Teach the thing before the sign
• Teach one fact at a time
• Proceed from the known to the related unknown
• Let each lesson, as far as possible, arise out of that which goes before, and lead up to that which follows. 
• Neve tell pupils anything you can help them discover for themselves

R. Murray Schafer

• Teach on the verge of peril
• There are no more teachers. There is just a community of learners
• The old approach: teacher has information; student has empty head. Teacher’s objective: to push information into the student’s empty head. Observations: at the outset teacher is a fathead; at conclusion, student is a fathead.
• A class should be an hour of a thousand discoveries
• Always teach provisionally: only God knows for sure.

In the typical one-to-one or small-group teaching that forms the heart of most instrumental teachers’ work, it would seem that Mrs Curwen’s ideas are still, in the main, relevant, well over a hundred years after they were written. There is, nevertheless, much to be learned from Murray Schafer’s broader and less prescriptive approach; perhaps most important is the necessity to remain flexible, open-minded, and imaginative – qualities that are inherent in both approaches.

Your teaching style will most likely be dependent, in part anyway, on knowledge gained from experience – from your teachers, books you have read, and ideas and techniques you have assimilated. Whether you are a traditional or a more ‘modern’ teacher, it is useful to give some thought to your general approach. Currently, there is much discussion in educational circles concerning the relative merits of ‘proactive’ versus ‘reactive’ teaching. Imaginative teachers will find an appropriate balance that includes both these styles. Each pupil will require a slightly different approach, and the influences on any lesson are many – you need to be sensitive enough to adopt a flexible style of teaching at all times.

Learning Styles

Imagine you have just bought yourself your first state-of-the-art PC. It is a very complicated machine. When you get it home, which of the following would your instinct lead you to do?

• Open the manual and read it thoroughly before switching on.
• Phone up a friend who has got the same machine and ask them to come round and teach you how to use it.
• Switch on and work it out through trial and error.

You would probably learn to operate your computer over a period using a combination of the above. Nevertheless, one of those methods is probably more dominant than the others. Reflect for a moment on whether you think your own preferred learning style influences your teaching style.

Your pupils will also have their instinctive preference. Some will be punctilious, will want to read their tutors carefully, and will instinctively learn in an intellectual and methodical kind of way. Some will depend very much on you and your guidance and show little of their own initiative, And some will want to try everything out, play a lot by ear, and generally want to learn creatively.

It is useful to try to work out which learning style each pupil favors. It could have a beneficial effect both on your approach to lessons and on how you expect your pupils to approach their practice. Effective learners will draw on each of these learning styles and you should encourage your pupils to develop the learning style that comes less naturally to them.

Strategies for Creating a Music Teaching Curriculum

The following suggestions provide a summary of Strategies for creating a music teaching curriculum. They represent a ‘basic philosophy’ that successful teachers adhere to even without conscious analysis of their own methods. It is impossible to be entirely comprehensive and you may be able to add further thoughts; it’s a matter of common sense. 

• Understand clearly in your mind what it is you intend to teach and what you expect your pupil to learn. A little planning goes a long way!
• Make your explanations clear; use language, analogies, and illustrations appropriate to the age (and interests) of your pupils. Be prepared to explain the same problem in several different ways. 
• Make sure everything you teach is relevant and progressive.
• Teach one thing at a time and ensure that it is understood before proceeding.
• Ensure pupils have sufficient strategies for constructive and independent practice. 
• Revisit and reinforce new material (a weak link in the chain, which you may not notice at first, may come to haunt both you and your pupil in the future).
• Always set manageable goals but never be afraid to challenge your pupils, 
• Divide tasks into smaller manageable units if pupils are experiencing difficulties.  
• Clarification of some musical or technical point may be attained more easily through demonstration rather than verbal explanation.
• Proceed from the known to the related unknown.
• Use your pupil’s existing knowledge, skills, and experience to make connections to new ideas.
• Always try to relate theory and aural to the particular repertoire being studied.

Conclusion – Strategies for Creating a Music Teaching Curriculum

Developing a music teaching curriculum is essential for providing structure and direction in instrumental education. While it may seem daunting at first, approaching this task with thoughtful experimentation and exploration will enhance your teaching effectiveness.

By incorporating a methodical presentation of technique, carefully selected repertoire, development of musicianship skills, and encouraging extracurricular musical activities, you can create a robust framework that supports your students’ growth. Remember, the goal is to make learning engaging and progressive, ensuring that each lesson builds on the previous one while preparing students for future challenges.

Understanding and adapting to different teaching and learning styles is equally important. Whether you lean towards traditional methods or modern, flexible approaches, maintaining an open mind and being imaginative will help you connect with your students.

Recognizing each pupil’s unique learning preferences and encouraging them to develop a balanced approach will foster a more effective learning environment. By adhering to the basic principles of teaching—clear objectives, relevant and progressive content, and adaptable strategies—you can create a dynamic and successful music teaching curriculum that inspires and motivates your students.