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Comprehension or Decoding: Are We Really Teaching Music Reading?

  • thumbnail for Richard Grunow
  • When instrumentalists perform from notation, the tacit assumption is that they are “reading music.” Perhaps they are not reading with comprehension but instead “decoding notation,” associating fingerings with note names and counting rhythm. This session will focus on a logical sequence of instruction, including creativity, leading to comprehensive music reading. The results will have a profound effect on your instrumentalists during and beyond their formal education.
  • Richard Grunow (rgrunow@esm.rochester.edu)
  • 12/17/2015 03:00 PM - 04:00 PM
  • W187
  • Richard Grunow is Professor of Music Education at the Eastman School of Music. A leading innovator in beginning instrumental music instruction, he is an active lecturer and clinician, having presented extensively throughout the US and abroad. His research and teaching focus on applications of Music Learning Theory to instrumental music instruction, instrumental and choral score reading, measurement and evaluation and music literacy. He is author of numerous articles and co-author of the MLR Instrumental Score Reading Program, MLR Instrumental Score Reading Test, Choral Score Reading Program, Creativity in Improvisation and Developing Musicianship through Improvisation. He is principal author of Jump Right In: The Instrumental Series, a comprehensive beginning instrumental method for recorder, woodwinds, brass, strings, and percussion. The series features over 350 recordings of folk songs and classical melodies in a variety of tonalities and meters from a broad range of cultures.
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