Education is my other love. When I was young, I never thought I would dedicate my life to anything related to education, but in order to combine my musical studies with a university career, I decided to study Music Education.
It is a center of attention for musicians from different educational backgrounds who find themselves in one of these situations:
- They want to improve their performance in training or music practice.
- They face a health problem that interacts with the practice of their instrument.
- They have developed learning difficulties with the instrument.
If you are interested in learning more you can write to me at firstname.lastname@example.org.
As a summary of the above experience, I have designed several teacher training courses that may be useful for music teachers interested in learning new resources.
Towards a pedagogy of humanly compatible musical instruments
Synopsis: There is currently a wealth of information from different disciplines such as psychology, neuroscience, general pedagogy, music pedagogy, neuromotor skills. The pedagogy of musical instruments must let go of its past anchors (without renouncing the positive aspects) in order to consolidate a new vision of music pedagogy. This course presents a series of collective reflections on the existing body of knowledge to motivate teachers towards methodological or paradigmatic change where appropriate.
Duration: between 8 and 20 hours.
Biomechanical and neuromotor aspects in music pedagogy
Synopsis: The current knowledge surrounding movement issues has been extremely developed by neuromotor science in recent years. This, together with the knowledge of biomechanics, can be tremendously useful in developing a kind of instrument to develop methodological resources, support evaluation, etc. This course presents this information with a practical application for the attention of learning difficulties, injury prevention or high-performance development.
Duration: between 20 and 80 hours (depending on the number of instrumentalists and teachers of different instruments participating).
Class programming design: a vision from the philosophy of education, curriculum design, and evaluation theories
Synopsis: This course is oriented to the design of class programs really applicable to the classroom as a main tool. Unfortunately, there is a distancing of music faculty from the design or assessment instruments. This is because they may not be useful when they have not been properly prepared or designed. Music teachers are not reluctant to use them as long as they can be useful in the classroom. The course presents the different theories with their practical application and a model of mastery of the musical instrument developed by the teacher that allows the elaboration of the programming in a very simple way. As a result, class programs are worked on and corrected.
Duration: between 30 and 120 hours (depending on the number of instrumentalists and teachers of different instruments participating).
Integration projects of the arts in preschool, primary, and secondary education
Synopsis: In recent years, Dr. Jordi Albert has directed arts integration projects in preschool, primary and secondary schools. As director of the Research Center for the Integrated Learning of Arts, Languages and Content, he is dedicated to developing methodological strategies, teacher training and educational research projects in basic education centers. This course addresses the theoretical principles that support such integration as well as concrete strategies to be applied in basic education centers.
Duration: between 20 and 80 hours.
As a result of all the information I have been able to collect to date I have designed trumpet workshops and masterclasses with a variable duration (depending on the needs of each conservatory or institution) in which different aspects are worked (below) thinking at all times that the student can take a product applicable to the study at home.
- Study techniques.
- Practical warm-up exercises.
- Practical exercises to work on basic skills on the trumpet: breathing cycle, position with the instrument, sound production, etc.
- Complex skills exercises: Exercises of “flexibility”, articulation, or legato with speed or high difficulty.
- Individualized attention to cases in public or private sessions.
With a duration of 1 hour and 30 minutes per conference (70 minutes + 20 minutes of questions).
What can music educators learn from Ping Pong coaches?
A comparison between the way Ping Pong coaches and teachers of a musical instrument organize training and development projects.
The mastery of the musical instrument: a theoretical model with many applications in the instrument classroom
The theoretical model of musical instrument mastery developed by Dr. Albert is presented through simple examples and in a very visual way. Practical applications are shown for personal training design or for student follow-up.
Training tactics for high performance in music
They are shown in a set of training tactics and/or study techniques that favor faster skill development. Some classical strategies such as the progressive incorporation of difficulty to the exercises are compared with other more novel strategies such as reversal learning or the design of self-regulated exercises.