‘5 Countries – Aspects of musical education in Germany, USA, UK, Norway and New Zealand’
Robert Wiremu: The Wiremu Vowel Clock
As an alternative to the International Phonetic Alphabet, which is a system of symbols (glyphs) that represent specific sounds (phonemes), Robert created the Wiremu Vowel Clock. It is a system that allows for quicker communication between ensembles/soloists and conductors/coaches about vowel matching, in any language. It was a response to the complexity of discussing vowels using IPA, which is less specific. If tuning for choirs is both about the placement of a pitch plus the alignment of the vowel (and its endemic harmonic structure) then we must find a way to better communicate and understand vowels. It’s an ongoing exploration…
Leon Gray: Covert Learning through ATOM
Imagine looking back on your music theory lessons as a kid and remembering only laughter, winning, ease, relaxation & fun? Equally, imagine remembering being a kid who was always ahead in music theory because you knew so much? And all with no memory of written homework from music lessons?
Leon Gray has spent years in classrooms and his own private studio examining how to achieve these outcomes, leading to the development of the Activated Theory of Music (ATOM) programme – where shared reading, games and verbal review reign supreme. Learn about how targeted, winnable games and tracking strategies can create positive associations with theory which feed ongoing student curiosity. Join Leon for discussions, demonstrations, and tips & tricks about how these aspects might complement your own studio practice in an interactive, informative and entertaining session.
Ludwig Treviranus and Elishe Hulton: Strengthening Our Communities Through Learning.
As the saying goes, it takes a village to raise a child and by incorporating this sense of whakawhanaungatanga into their own teaching philosophy, Ludwig and Elisha prioritise building strong relationships with families and the wider community of their students, as an effective way of keeping their students positively engaged in their learning with them. In this presentation and Q & A, Ludwig and Elisha will be sharing their personal experiences on how they do this within their studio and classroom teaching and learning environments. They will be touching on various discussion points, covering:
- Establishing positive relationships with students, whānau and the wider community.
- Building a positive support network amongst students.
- Getting to know your learners and creating lessons that relate to who they are.
- Creating a cone of trust in lesson and performance environments.
- Creating a teaching and learning space that is safe and inclusive of all students.
Workshop 1 ‘Music of the land’ ‘Te puoro o te whenua’
Discover and explore the ancient Maori instruments, ‘taonga puoro’, and song, ‘waiata’ of our tupuna, ancestors. Develop an understanding of the deep connection of our ancestors to the land, the origins of our music and the beautiful poetry in their/our song. Experience the beauty of our instruments, their origins, their place of ‘mana’, integrity and purpose among our people. Take this opportunity to use and play some of these instruments.
Workshop 2 Titiroa ‘short stick game’
Join with us as we use our ‘rakau’ short sticks to create a stick game. Become aware of the importance of this game to our people, not just as an enjoyable pass time, but also as a tool to prepare younger generations for the vigors of life.
John Drummond: The Long and Winding Road
This conference is part of the long and winding musical journey we each take through our lives and we are meeting in a place where knowledge is shared through stories. So I will tell you a story about a journey. It might be a journey made by you or me, it might be a journey through a world of many musics, or it might be a story about the journey IRMTNZ is making. I leave it to you to decide what the story might mean to you.
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