Teacher Training Department - Dalcroze, Eurhythmics, Solfege and Improvisation
Teachers gain knowledge and develop new skills and abilities
In the early 1920s, the first teachers at Diller-Quaile were selected from among the two founders' adult students. As the School grew, so did the need for more teachers, and formal teacher training courses evolved. These remain a vital part of the School's Teacher Training Department.
Today, the School offers an array of teacher training and musicianship courses, and professional development opportunities designed for music educators and professional musicians: Elements of Music: An Approach to Pedagogy; Piano Pedagogy; Alexander Technique; and The Dalcroze Program at Diller-Quaile.
Diller-Quaile's Dalcroze courses have been evaluated and recommended for graduate credit by the 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 for early childhood educators teaching in New York City publicly-funded day care centers and Head Start programs. These courses have been evaluated and recommended for undergraduate and graduate credit by the 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 all aspects of 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, Solfege, Improvisation
(Beginning-Intermediate Level) Cynthia Lilley, Instructor
| Fall semester: | Thursday, 6:45-8:45 p.m. | 15 weeks |
| September 22, 2011 - February 2, 2012 | ||
| Spring semester: | Thursday, 6:45-8:45 p.m. | 15 weeks |
| February 9, 2012 - June 7, 2012 | ||
Credit recommendation: In the graduate degree category, 2 semester hours in Music, Music Education, or Dalcroze Studies.
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 22, 2011 - February 2, 2012 | ||
| Spring semester: | Thursday, 2:00-4:00 p.m. | 15 weeks |
| February 9, 2012 - June 7, 2012 | ||
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 by the National College Credit Recommendation Service (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. Course content includes discussion of pedagogical texts and readings drawing on the work of the School's founders and others; observations; opportunities to analyze studio and group class teaching as well as to assess the development of musicianship in students. The teacher-student relationship is emphasized as well as the musical subject matter.
| Thursday | 12:30-1:30 p.m. | beginning October 6, 2011 | Kirsten Morgan, Instructor |
Piano Pedagogy
The Diller-Quaile approach to piano stresses phrasing, tone production, and the importance of selecting quality repertoire. By examining the 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. By the end of the course, students will have formulated their own piano method and required materials. The format of the class will be observation based, with many assignments taking place outside the classroom, as well as bringing in outside clinicians.
| 1 hr. weekly | 30 weeks | Schedule TBA | 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 2011-2012
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
| Dalcroze - Core Subjects - 2 hours/week | $955 (15 weeks) |
| Dalcroze - Methodology - 2 hours/week | $955 (15 weeks) |
| Elements of Music: An Approach to Pedagogy | $1,050 (30 weeks) |
| Piano Pedagogy | $1,050 (30 weeks) |
| Alexander Technique - 30 minute lesson | $1,040 (15 weeks) |
Click Here To Download 2011-2012 Application Form (PDF)
EARLY CHILDHOOD MUSIC FOR DAY CARE AND HEAD START TEACHERS
-tuition free-
Early Childhood Music Level I (EC 101 & EC 501)
This course prepares participants to lead early childhood music experiences in day care centers, Head Start programs or other early childhood educational settings. Through course readings, discussions, and active participation in group music making experiences, students gain an understanding of the musical development of children from infancy through age six, while developing their own innate musicality. Over the course of the semester, students will increase their knowledge, skills, and abilities to implement 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 (EC 101 & EC 501)
| Fall Semester | ||
| Tuesday | 8:45-10:45 a.m. | 15 weeks (section A) |
| September 20, 2011 - January 31, 2012 | ||
| Caroline Moore, Instructor | ||
| Wednesday | 9:00-11:00 a.m. | 15 weeks (section B) |
| September 28, 2011 - January 25, 2012 | ||
| Kirsten Morgan, Instructor | ||
| Spring Semester | ||
| Tuesday | 9:30-11:30 a.m. | 15 weeks |
| February 7, 2012 - June 5, 2012 | ||
| Caroline Moore, Instructor | ||
Credit recommendation: Early Childhood Music (EC 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 (EC 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 (EC 102)
This course builds on the content of Early Childhood Music Level I (EC 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 visit course participants at their 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 weeks |
| February 8, 2012 - June 6, 2012 | ||
| 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.