- Commentary Critical Reflections and Future Action
- Politics, Policy, and Music Education
- Instrumental Teachers and Their Students: Who's in the Driver's Seat?
- University Professors and the Entrepreneurial Spirit
- Pride and Professionalism in Music Education
- Pondering the Grand Experiment in Public Music Education
- Music Education and Some of Its Subfields: Thoughts about Future Priorities
- Music Education: An Unanswered Question
- Improving Primary Teaching: Minding the Gap
- International Music Education: Setting up a Global Information System
- The Responsibility of Research in Defining the Profession of Music Education
- Constructing Communities of Scholarship in Music Education
- Internationalizing Music Education
- Emotion in Music Education
- Music Education from a Slightly Outside Perspective
- Research Issues in Personal Music Identification
- Preparation, Perseverance, and Performance in Music: Views from a Program of Educational Psychology Research
- Music Therapy in Schools: An Expansion of Traditional Practice
- Embracing New Digital Technologies: Now and into the Future
- Challenges for Research and Practices of Music Education
- All Theoried Up and Nowhere to Go
- Make Research, Not War: Methodologies and Music Education Research
- The Preparation of Music Teacher Educators: A Critical Link
- Music and the Arts: As Ubiquitous and Fundamental as the Air We Breathe
- There is Nothing Complex about a Correlation Coefficient
- Dewey's Bastards: Music, Meaning, and Politics
Abstract and Keywords
Teachers of musical instruments have historically focused on ensuring that their students develop a secure technical foundation. They often discourage students from playing certain pieces until they are “ready” and take a linear approach, where each stage of technical development must be perfected before the next stage can be reached. But children live in the present and want those musical rewards now. As a result, they turn to resources available on the internet or ask for help from other people who can meet their musical needs. This article discusses the implications for music teachers.
Nick Beach studied at Dartington College of Arts, the National Centre for Orchestral Studies and Middlesex Polytechnic, UK. He worked for several years as a peripatetic/itinerant violin teacher, where he pioneered early approaches to whole class instrumental teaching in primary schools. He has held several management posts with UK music services, most recently as Head of Education with Berkshire Young Musicians Trust. He currently holds the post of Academic Director at Trinity College London. He was closely involved with the development of the national training programme for teachers engaged with whole class instrumental teaching in the UK. He was also instrumental in the development of the Arts Award qualifications and currently leads on the development of Trinity's qualifications and teacher development programmes worldwide. As a practicing musician he is a violinist and conductor.
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