In the early 1920s, the first teachers at Diller-Quaile were selected from the two founders’ adult students. As the School grew, so did the need for more teachers, and formal teacher training courses evolved. Today, the School offers Elements of Music: An Approach to PedagogyPiano PedagogyAlexander Technique; and The Dalcroze Program at Diller-Quaile. These professional development opportunities are designed for music educators and professional musicians.

Diller-Quaile’s Dalcroze courses have been evaluated and recommended for graduate credit by the University of the State of New York, New York State Board of Regents National College Credit Recommendation Service (National CCRS). Participants who successfully complete course work may be able to transfer recommended graduate credits to fulfill degree requirements at colleges and universities.

Diller-Quaile also offers Early Childhood Music—tuition-free courses—for early childhood educators teaching in New York City day care centers and Head Start programs. These courses have been evaluated and recommended for undergraduate and graduate credit by the University of the State of New York, New York State Board of Regents National College Credit Recommendation Service (National CCRS). Participants who successfully complete course work may be able to transfer recommended undergraduate or graduate credits to fulfill degree requirements at colleges and universities.

 

THE DALCROZE PROGRAM AT DILLER-QUAILE

The Dalcroze approach provides an in-depth education in the fundamentals of music; it integrates the ear, mind, and body through rhythmic movement, allied with keen listening, singing, and improvisation. This program is designed for music educators, singers, instrumentalists, conductors, and movement teachers.

 

Core Subjects: Eurhythmics, Solfège, Improvisation

Eurhythmics trains the body in rhythm, dynamics, and phrasing;
Solfège develops the ear, eye, and voice in pitch, melody, harmony, and includes reading and writing music;
Improvisation connects skills and concepts to creative invention and playing for movement at the piano.

Core Subjects: Eurhythmics, Solfège, Improvisation
(Intermediate Level) Cynthia Lilley, Instructor

Fall semester: Thursday, 6:45-8:45 p.m. 15 weeks
September 18, 2014 – January 15, 2015
Spring semester: Thursday, 6:45-8:45 p.m. 15 weeks
January 22, 2015 – May 21, 2015

Credit recommendation: In the graduate degree category, 2 semester hours in Music, Music Education, or Dalcroze Studies.

 

Teacher Training

Dalcroze Methodology: Principles and Practices

Through readings, discussion and observation of Dalcroze Eurhythmics classes for children, students learn principles of the Dalcroze approach, and how to apply these principles in their classroom and instrumental teaching. Piano improvisation, crucial in the Dalcroze class, will be emphasized; opportunities will be available to improve this skill. In this hands-on course students practice teaching the Dalcroze exercises with their peer group, as well as with children’s classes.

Dalcroze Methodology: Principles and Practices
Dr. Ruth Alperson, Instructor

Fall semester: Thursday, 2:00-4:00 p.m. 15 weeks
September 18, 2014 – January 15, 2015
Spring semester: Thursday, 2:00-4:00 p.m. 15 weeks
January 22, 2015 – May 21, 2015

Followed by Observation of Children’s Classes (weekly) and Practice Teaching

Thursday, 4:00-4:45 p.m. (grades 1&2) and 5:00-5:45 p.m. (grades 5 – 7)

Credit recommendation: In the graduate degree category, 3 semester hours in Music, Music Education, or Dalcroze Studies.

Students may enroll in these semester courses to receive recommended graduate credit (National CCRS) and/or to fulfill Dalcroze certificate requirements. Students may also audit classes. The Dalcroze certificate is given upon the successful completion of requisite courses, written requirements, and jury examination.

 

Elements of Music: An Approach to Pedagogy

This course focuses on the nature of curriculum design and development within the context of a community music school setting. Building on Diller-Quaile’s historic traditions, course participants explore the elements of music, music concepts, and practical tools needed to inspire in students a lifetime of participation in music. Content includes discussion of pedagogical texts and readings drawing on the work of the School’s founders and others; observations of classes and lessons; opportunities to analyze studio and group class teaching, as well as to assess the development of musicianship in students. Guest presenters provide an overview of the Dalcroze, Kodály, Orff, and Suzuki approaches. Child development and the teacher-student relationship are emphasized, as well as the musical subject matter.

1 hr. weekly 30 weeks Thursday, 12:30-1:30 p.m. Kirsten Morgan, Instructor

 

Teacher TrainingPiano Pedagogy

The Diller-Quaile approach to piano teaching places emphasis on phrasing, tone production, and the importance of selecting quality repertoire. By examining various pedagogical approaches and resources to teaching piano—group/individual, child/adult—the course focuses on successful ways to build technical foundations, develop sight-reading, and nurture good practice habits and easy memorization. The format of the class is observation based, with many assignments taking place outside the classroom, as well as bringing in outside pedagogical experts.

1 hr. wkly. 30 weeks Friday, 9:45-10:45 a.m. Dr. Claudia Knafo, Instructor

 

Alexander Technique

F.M. Alexander (1869-1955), the founder of The Alexander Technique, was an actor who began his career as a Shakespearean orator. He developed chronic laryngitis while performing and, over time discovered a way to eliminate the undue muscular tension that accounted for his vocal restriction. He developed a discipline that, if practiced, can profoundly influence health and well-being. When neck tension is consciously reduced, the head no longer compresses the spine; the spine is free to lengthen and support fluidity of motion throughout the body. From his work, Alexander evolved a hands-on, mind-body method that teaches us to move efficiently, as an integrated, dynamic whole. The technique helps us make informed choices about how we use our bodies in daily activity. It specifically aids musicians in preventing repetitive injury and in improving technique and tone production.

A limited number of individual lesson times are available. Please contact the School prior to registering for this offering. Ruth Nardini, Instructor

 

TUITION RATES 2014-2015
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT

Dalcroze – Core Subjects – 2 hours/week $1,035 (15 weeks)
Dalcroze – Methodology – 2 hours/week $1,035 (15 weeks)
Elements of Music: An Approach to Pedagogy $1,145 (30 weeks)
Piano Pedagogy $1,145 (30 weeks)
Alexander Technique – 30 minute lesson $1,130 (15 weeks)

Apply Online.

Download 2014-2015 Application Form (PDF)

 

EARLY CHILDHOOD MUSIC FOR DAY CARE AND HEAD START TEACHERS
-tuition free-

Early Childhood Music, Level I (101 & 501)

These courses prepare teachers to lead early childhood music experiences in day care centers and Head Start programs. Through readings, discussions, and active participation in group music-making experiences, course participants gain an understanding of the musical development of children from infancy through age six, while developing their own innate musicality. Additionally, participants learn to play selections on the recorder. Over the course of the semester, participants will increase their knowledge, skills, and abilities to integrate and assess developmentally appropriate, engaging, and meaningful music experiences in their early childhood program.

Note: Students taking the above course at the graduate level complete additional assignments.

Early Childhood Music, Level I (101 & 501)

Fall Semester

Tuesday 8:45-10:45 a.m. 15 wks (section A)
September 16, 2014 – January 13, 2015
Marissa Curry, Instructor

Wednesday 9:00-11:00 a.m. 15 wks (section B)
September 17, 2014 – January 14, 2015
Kirsten Morgan, Instructor

Spring Semester

Tuesday 8:45-10:45 a.m. 15 wks
January 20, 2015 – May 19, 2015
Erin Langston, Instructor

Download 2014 Outreach Teacher Training Application Form (PDF)

Credit recommendation: Early Childhood Music (101)
In the lower division baccalaureate/associate degree category, 2 semester hours in Early Childhood Education or as an elective in any degree program.

Credit recommendation: Early Childhood Music (501)
In the graduate degree category, 2 semester hours in Early Childhood Education, 1 of which can be practicum credit or as an elective in any degree program.

 

Early Childhood Music Level II (102)

This course builds on the content of Early Childhood Music, Level I (101). Course participants continue to develop their ability to lead engaging early childhood music experiences, which are responsive to individual and group needs and interests. Additional emphasis is placed on developing musicianship, music lesson planning and curriculum development, implementing successful music teaching strategies, and creating tools to assess students’ musical growth. Course participants learn to play beginner pieces on the recorder and piano. Diller-Quaile faculty members visit course participants (enrolled for recommended credit) at their respective day care center to observe an early childhood music lesson.

Early Childhood Music, Level II (EC 102) 

Spring Semester

Wednesday 9:00-11:00 a.m. 15 wks
January 20, 2015 – May 19, 2015
Kirsten Morgan, Instructor

Credit recommendation: Early Childhood Music (EC 102)
In the lower division baccalaureate/associate degree category, 2 semester hours as Curriculum Goals in Early Childhood Education or as an elective in any degree program.

If you have questions about these courses, please call 212-369-1484, ext. 22. If you would like an official transcript of your course of study at Diller-Quaile mailed to an institution, or if you would like to receive a student copy of your transcript, please download a form.

Diller-Quaile Teacher Training