Category Archives: Música como Interação

Connecting through Music through the Internet

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For me, the effort to make online piano lessons work is all about human connection through music!

While CCISD schools are closed for physical distancing, all piano lessons will be conducted via Web — no in-person lessons. For the online lessons, desktop or laptop is preferable for a side view of the student and keyboard and to turn Original Sound ON in Zoom’s desktop/laptop app’s Audio-Advanced settings. If you only have a tablet or smartphone available, let’s make do! I am also willing to try out my Google Meet account, Skype, Facetime, and What’s App. Just let me know of your interest!

To get ready for your first Zoom lesson, create your free basic Zoom account at zoom.us . When it’s almost time for the lesson, click on the link in the lesson reminder text. You will be prompted to download the Zoom app, which improves quality. Project your voice toward your device’s microphone.

Before each lesson, log in to your Musikhaus Texas Portal to read News and Lesson Notes so you know what to expect from the coming lesson. Close other Internet browser tabs. Place all piano lesson books, recordings and a pencil and eraser within reach. Ask others in your household to refrain from using the Internet during the lesson.

Attached are peeks from beyond the screens of my current online lesson setup.

Signing on with Liam Du-da-di T-Rex, who brightens my day. Top of the laptop already tilted down for side view of the piano. Notice light source is from behind the camera, not in front of it.
Getting ready to sit at the piano. I like this distance and elevation of the laptop for the side view.
Overhead view of my hands on the keyboard through the iPad on the stand. I’ve also attached my iPhone7 to the iPad stand with rubber bands, and it worked fine. iPhone and iPad’s Zoom Meeting Settings have “Auto Connect to Audio” OFF and “Always Mute My Microphone” ON. This prevents feedback painful to the ears.
See Zoom’s “gallery view” on the laptop? It’s a setting on your Zoom meeting screen that shows the student, my piano and myself. It would be nice if I had a larger laptop, but my 2011 MacBook Air is more than sufficient for now. Wow, it’s older than several of my students.
Going to turn my whole body back to the laptop for away-from-the-keyboard audiation skills, which may also be done standing up for longer activities. I just tilt the top of the laptop to show my upper body. I’d like students to be agile about turning toward the laptop when necessary.

An Open Letter To Dr. Gordon

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Edwin E. Gordon, primary author of Music Learning Theory

Edwin E. Gordon, primary author of Music Learning Theory

Dr. Gordon and associates’ research on how children learn music addresses many of my questions on how music communicates and is meaningful to us and how I can help myself and others to gain fluency in music as if it were a language. The research gets into the nuts and bolts of music learning processes. Nevertheless, my questions that it answers are fundamental life questions because I learn how to live life more fully through the interactions with the other that music provides. Art is life, and life is art, as Bakhtin would agree. I am so grateful to Dr. Gordon!

–Carla J. Seibert

The Ways Children Learn Music

Dear Dr. Gordon,

You know, of course, that your many students all over the world are thinking of you, and we trust that you are receiving the best of care. But perhaps we haven’t told you often enough how greatly your work and your thinking have guided our teaching.

Because of you, we teach with direction, purpose, and logic.

Because of you, we design and revise tests and rating scales with confidence.

Because of you, we guide our students through the stages of music babble, rather than plunge them into formal instruction before they are ready.

Because of you, we joyfully encourage our students to create and improvise (even as the students themselves have no idea that we diligently prepared them for such tasks.)

Because of you, we know what to say to parents who ask why we do what we do.

You have been the guiding force in our…

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Aulas Inspiradas na Teoria de Aprendizagem Musical

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Na Musikhaus os olhos de alunos de um ano aos vinte e tantos estão reluzindo de novas compreensões musicais em aulas que priorizam o fazer musical em interações vivas. A meta nestas aulas, tanto nas Sessões Musicais com os pequenos quanto nas aulas de piano e teclado, é que a música se torne um meio de comunicação e pensamento, este último chamado de “audiação” na Teoria de Aprendizagem Musical, ou Music Learning Theory (MLT).

Elaborada por Edwin E. Gordon (EUA, 1927) com base em mais de 50 anos de pesquisas e observações, a MLT compreende e descreve os processos por meio dos quais o ser humano aprende música, desde o nascimento até a idade adulta, e postula que esta aprendizagem ocorre por meio de processos similares àqueles relacionados à aprendizagem da fala.

A partir de uma série de estudos sobre as questões da aptidão musical e da capacidade de “audiação” –  seus principais fundamentos teóricos –  a MLT referencia o desenvolvimento de práticas pedagógicas diversificadas e inovações no campo da educação musical, além de servir como fonte de inspiração para diversas práticas relacionadas à expressão artística e ao desenvolvimento humano em âmbitos musicais e extramusicais.

(Texto extraído do site do Instituto Edwin E. Gordon de Aprendizagem Musical: http://www.iegam.org/#!mlt/cgp5.) Continue reading →

Artes musicais com bebês e crianças: II Seminário Internacional de Educação Musical da UFMG

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por Carla J. Seibert

Programação EventoNos dias 18, 19 e 20 de outubro de 2013, a Escola de Música da Universidade Federal de Minas Gerais realizou o II Seminário Internacional de Educação Musical: Educação Musical Infantil e Concerto para Bebês. Representou o primeiro evento para educadores musicais sobre a Teoria de Aprendizagem Musical (Music Learning Theory) de Edwin E. Gordon em Belo Horizonte tanto quanto a estreia da Companhia de Música Teatral em Belo Horizonte.

Na sua primeira palestra a professora doutora Helena Rodrigues, da Universidade Nova de Lisboa, compartilhou uma visão geral da Teoria de Aprendizagem Musical, e passou na segunda palestra para o foco do evento: a aplicação de conceitos da Teoria à criação músico-artística dirigida a bebês e crianças na primeira infância. O raciocínio é que o planejamento de atividades músico-artísticas deveria respeitar o momento de desenvolvimento musical de cada bebê e criança, sem deixar de envolver o bebê ou criança na riqueza e diversidade do mundo musical, e tratar as atividades como oportunidades para a participação do bebê ou criança no ato artístico através da música como linguagem. Continue reading →

Pesquisa de mercado: musicalização+inglês para bebês e crianças até 6 anos?

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