Selecting appropriate repertoire is a crucial part of instrumental/vocal music learning. Choosing the right pieces is not only important for enhancing students’ technical skills, but also for developing their general musicianship. In this blog post, we will discuss how teachers can choose repertoire that develops students’ general musicianship, covering different styles of music and various musical periods, different age ranges and temperaments, finding imaginative and attractive pieces, and developing various aspects of instrumental playing technique.
Covering Different Styles of Music and Various Musical Periods
In traditional instrumental/vocal music learning, repertoire is usually Eurocentric and resides in Baroque, Classical, Romantic, and 20th century periods. However, besides famous repertoire, we encourage teachers to seek different historical and cultural styles, such as medieval, renaissance, 21st century, American, European, Latin American, Asian, African, Middle Eastern, and others. This allows students to develop a broader understanding of music and its cultural context.
Different Age Ranges and Temperaments
Different age ranges of students have different life experiences, and teachers should consider their temperaments when selecting repertoire for each student. Avoiding the “one-size(piece)-fit-all” approach is essential. Teachers should choose pieces that resonate with each student’s personality and interests.
Finding Imaginative and Attractive Pieces
Programming music by great composers presents the opportunity to learn about the life and work of a great artist. For example, learning Beethoven’s Symphony No. 5 allows students to learn about Beethoven’s struggles with depression during his composing process. Finding imaginative and attractive pieces can help to keep students motivated and engaged.
Developing Various Aspects of Instrumental Playing Technique
Different styles of music require different instrumental/vocal techniques. Instrumental/vocal music lessons should include a wide range of repertoire that develops students’ abilities, including fast passages, long breathe/bow, expressiveness, pedaling, and so on. It is important to select pieces that challenge students while still being within their technical abilities.
Choosing Repertoire
Music Examination Boards (ABRSM, Trinity, LCM, etc.) provide excellent resources for teachers to select appropriate repertoire according to their levels. In the ABRSM syllabus, List A pieces are faster moving and require technical agility, while List B pieces are more lyrical. Teachers should use these resources to find pieces that are appropriate for their students’ levels and developmental needs.
In conclusion, choosing repertoire that develops students’ general musicianship is a crucial part of effective instrumental/vocal music teaching. Teachers should consider covering different styles of music and various musical periods, different age ranges and temperaments, finding imaginative and attractive pieces, and developing various aspects of instrumental playing technique. By selecting appropriate repertoire, teachers can help their students develop a broad understanding of music and its cultural context, and enhance their technical skills and general musicianship.