Our highly qualified instructors are always looking to improve their teaching craft. To this end, many of our teachers obtain additional training and certifications beyond their music degrees so they may meet the needs of our diverse student population.
“The Alexander Technique has a long history of helping instrumentalists and singers to perform with less stress and likelihood of injury. Musicians do some of the most complex and demanding physical movements of any profession. In recent years, the term Repetitive Strain Injury (RSI) has come into popular use, but musicians have always had to face the challenge of performing the same complex muscular actions over and over again.
By helping musicians improve the quality of the physical movements involved in playing an instrument or singing, the Alexander Technique also helps improve the quality of the music itself. A violinist’s stiff shoulders and arms will get in the way of a pleasing sound; a singer’s tight neck or jaw will cause the voice to become less resonant. By helping musicians release undue tension in their bodies, the Alexander Technique makes possible a performance which is more fluid and lively, less tense and rigid.
The Technique is taught at the Juilliard School of Performing Arts in New York, The Royal College of Music in London, The Boston Conservatory of Music, The Royal Conservatory of Music in Toronto and at many other schools of music, universities and colleges.”
For more information about the Alexander Technique, please visit the American Society for the Alexander Technique
“The Dalcroze approach to music education teaches an understanding of music – its fundamental concepts, its expressive meanings, and its deep connections to other arts and human activities – through ground breaking techniques incorporating rhythmic movement, aural training, and physical, vocal and instrumental improvisation.
The comprehensive Dalcroze approach consists of three components: Eurhythmics, which teaches concepts of rhythm, structure, and musical expression through movement; Solfège, which develops an understanding of pitch, scale, and tonality through activities emphasizing aural comprehension and vocal improvisation; and Improvisation, which develops an understanding of form and meaning through spontaneous musical creation using movement, voice and instruments. It was Dalcroze’s intent that the three subjects be intertwined so that the development of the inner ear, an inner muscular sense, and creative expression can work together to form the core of basic musicianship.”
For more information about the Dalcroze Eurythmics Teaching Method, please visit the Dalcroze Society of America.
Many parents have heard of, and are interested in, The Suzuki Method of music instruction. This method stresses the development of ability through the “mother tongue” approach, emphasizing learning through listening, imitation, repetition, games, and practice. Instructors undergo a rigorous training regimen and are officially certified by the Suzuki Association.
It is important to know that true Suzuki training involves the teacher, parent, and student working as a team. Carefully structured lessons include parent participation and parental guidance during home practice. Additionally, listening daily to recordings of the music the children will play is an essential part of the method.
At CHSMA our teachers begin incorporating music reading into the lesson once the child is able to read words well. The training then becomes a blend of Suzuki and traditional methods of teaching.
For more information about the Suzuki Teaching Method, please visit the Suzuki Association of the Americas.