Teacher Training Department
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. Today, the School offers Elements of Music: An Approach to Pedagogy; Piano Pedagogy; Alexander Technique; and The Dalcroze Program at Diller-Quaile. These professional development opportunities are designed for teaching artists.
Many of Diller-Quaile’s Dalcroze courses have been evaluated and recommended for college credit by the New York State Board of Regents National College Credit Recommendation Service (National CCRS). Students who successfully complete course work in these classes 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 day care centers, Head Start centers, NYC EarlyLearn programs, and social service agencies. 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. Additionally, these courses have been approved for Continuing Teacher and Leader Education (CTLE) hours with the New York State Education Department.
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.
Cynthia Lilley and Michael Joviala, Instructors
CORE SUBJECTS: BEGINNER LEVEL (see section options below)
Michael Joviala, Instructor
|Fall semester:||Tuesday, 7:30-9:30 p.m.||15 weeks|
|September 19, 2017 – January 16, 2018|
CORE SUBJECTS: INTERMEDIATE LEVEL
Cynthia Lilley, Instructor
|Fall semester:||Thursday, 7:00-9:00 p.m.||15 weeks|
|September 14, 2017 – January 18, 2018|
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
Ruth Alperson, Instructor
|Fall semester:||Thursday, 2:00-4:00 p.m.||15 weeks|
|September 14, 2017 – January 18, 2018|
Students enrolled in Dalcroze Methodology observe the following weekly children’s class:
Thursday, 4:00-4:45 p.m. (students in grades 1 & 2) and 5:00-5:45 p.m. (students in grades 3-5)
Opportunities for practice teaching are provided.
Elements of Music: An Approach to Pedagogy
This course focuses on 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 and music concepts in ways which foster meaningful learning for students. Content includes: discussion of pedagogical texts and readings drawing on the work of the School’s founders and others; musicianship curriculum; observations of classes and lessons; opportunities to analyze studio and group class teaching, as well as to assess the development of musicianship in students from the early childhood years through high school. Diller-Quaile faculty present the Dalcroze, Kodály, Orff, and Suzuki approaches. Child development and the teacher-student relationship are emphasized, as well as the musical subject matter.
|Course schedule to be announced.|
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 assignments taking place outside the classroom, as well as bringing in outside pedagogical experts.
|Course schedule to be announced.|
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 at email@example.com prior to registering for this offering. Ruth Nardini, Instructor
TUITION RATES 2017-2018
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
|Dalcroze – Core Subjects – 2 hours/week||$1,055 (15 weeks)|
|Dalcroze – Methodology – 2 hours/week||$1,055 (15 weeks)|
|Elements of Music: An Approach to Pedagogy||$1,250 (30 weeks)|
|Piano Pedagogy||$1,250 (30 weeks)|
|Alexander Technique – 30 minute lesson||$1,220 (15 weeks)|
The Diller-Quaile School of Music is pleased to offer CTLE approved professional development in music for Early Childhood teachers, caregivers, and administrators.
• Professional Development workshops for your faculty, held at your school or center. Workshop topics include Circle Games and Dances, Integrating Musical Instruments into the Early Childhood Classroom, Singing in Early Childhood, and many more. Diller-Quaile is happy to work with you to create a customized development plan that suits your institution’s needs and budget. Please email firstname.lastname@example.org for more information.
• Tuition-free 15-week courses in Early Childhood Music at Diller-Quaile. Previous music training is not needed. Please click the link for more information about the courses, and to register.
• Short-term evening and weekend music workshops for Early Childhood professionals at Diller-Quaile. Workshop participants develop their ability to lead dynamic classroom music experiences through one-hour or multi-hour interactive workshops. Please check www.diller-quaile.org for our calendar of individual workshops, half day, full day, and full week intensives, or email email@example.com for more information.
• Long-term partnerships with Diller-Quaile, designed to help you create your own music program within your School or Center. Please email firstname.lastname@example.org for more information.
EARLY CHILDHOOD MUSIC FOR DAY CARE AND HEAD START TEACHERS
Early Childhood Music, Level I (101 & 501)
These courses prepare teachers to lead engaging early childhood music experiences in day care centers, Head Start centers, NYC EarlyLearn programs, and social service agencies. Through active participation in group music-making experiences and discussions, 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 and are introduced to music notation. As the semester progresses, participants increase their knowledge, skills, and abilities to integrate and assess developmentally appropriate and meaningful music experiences in their early childhood program. Previous music training is not needed.
Note: Students taking the above course at the graduate level complete additional assignments.
EARLY CHILDHOOD MUSIC, LEVEL 1 (101 & 501)
Kirsten Morgan, Instructor
|Fall semester:||Wednesday, 12:30-2:30 p.m.||15 weeks|
|September 20, 2017 – January 17, 2018|
National CCRS 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.
National CCRS 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 at their respective day care center to observe an early childhood music lesson.
EARLY CHILDHOOD MUSIC, LEVEL II (EC 102)
Kirsten Morgan, Instructor
|Spring semester:||Wednesday, 12:30-2:30 p.m.||15 weeks|
|January 31, 2018 – May 23, 2018|
National CCRS 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.