The DiLLer-QuAiLe SchOOL Of MuSic

Teacher Training DEPARTMENTOUTREACH DEPARTMENTPiano PedagogyThe Diller-Quaile approach to piano teaching places emphasison phrasing, tone production, and the importance of selectingquality repertoire. By examining various pedagogical approachesand resources to teaching piano—group/individual, child/adult—the course focuses on successful ways to build technicalfoundations, develop sight-reading, and nurture good practicehabits and easy memorization. In addition, the class exploresand examines sight-reading, note recognition, and rhythmfoundations with the latest technological advancements, suchas specific piano teaching applications for the iPad, Tablets, andcomputers. The format of the class is observation based, withmany assignments taking place outside the classroom, as wellas bringing in outside pedagogical experts.1 hr. wkly. 30 weeks Schedule TBA Claudia Knafo, InstructorAlexander TechniqueF.M. Alexander (1869-1955), the founder of the AlexanderTechnique, was an actor who began his career as aShakespearean orator. He developed chronic laryngitis whileperforming and over time discovered a way to eliminatethe undue muscular tension that accounted for his vocalrestriction. He developed a discipline that, if practiced,can profoundly influence health and well-being. Whenneck tension is consciously reduced, the head no longercompresses the spine; the spine is free to lengthen andsupport fluidity of motion throughout the body. From hiswork, Alexander evolved a hands-on, mind-body methodthat teaches us to move efficiently, as an integrated, dynamicwhole. The technique helps us make informed choices abouthow we use our bodies in daily activity. It specifically aidsmusicians in preventing repetitive injury and in improvingtechnique and tone production.A limited number of individual lesson times are available. Pleasecontact the School prior to registering for this offering.Ruth Nardini, InstructorEARLY CHILDHOOD MUSIC FOR DAY CARE ANDHEAD START TEACHERS – tuition free –Early Childhood Music, Level I (101 & 501)These courses prepare teachers to lead early childhood musicexperiences in day care centers and Head Start programs.Through readings, discussions, and active participation ingroup music-making experiences, course participants gain anunderstanding of the musical development of children frominfancy through age six, while developing their own innatemusicality. Additionally, participants learn to play selections onthe recorder. Over the course of the semester, participants willincrease their knowledge, skills, and abilities to facilitate andassess developmentally appropriate, engaging, and meaningfulmusic experiences in their early childhood program.Note: Students taking the above course at the graduate levelcomplete additional assignments.Dalcroze Core Subjects – 2 hours/week $1,035 (15 wks)Dalcroze Methodology – 2 hours/week $1,035 (15 wks)Early Childhood Music, Level I (101 & 501)Fall SemesterTues 9:00-11:00 a.m. 15 wks (section A) Instructor, TBAWed 9:00-11:00 a.m. 15 wks (section B) Instructor, TBASpring SemesterTues 9:00-11:00 a.m. 15 wks Instructor, TBATUITION RATES 2014-2015TEACHER TRAINING AND PROFESSIONAL DEVELOPMENTCredit recommendation: Early Childhood Music (101)In the lower division baccalaureate/associate degree category, 2semester hours in Early Childhood Education or as an elective in anydegree program.Credit recommendation: Early Childhood Music (501)In the graduate degree category, 2 semester hours in Early ChildhoodEducation, 1 of which can be practicum credit or as an elective in anydegree 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 theirability to lead engaging early childhood music experiences,which are responsive to individual and group needs andinterests. Additional emphasis is placed on developingmusicianship, music lesson planning and curriculumdevelopment, implementing successful music teachingstrategies, and creating tools to assess students’ musicalgrowth. Course participants learn to play beginner pieces onthe recorder and piano. Diller-Quaile faculty members visitcourse participants (enrolled for recommended credit) attheir respective day care center to observe an early childhoodmusic lesson.Early Childhood Music, Level II (EC 102) Spring SemesterWed 9:00-11:00 a.m. 15 wks Instructor, TBACredit recommendation: Early Childhood Music (EC 102)In the lower division baccalaureate/associate degree category, 2semester hours as Curriculum Goals in Early Childhood Education or asan elective in any degree program.Elements of Music: An Approach to Pedagogy $1,145 (30 wks)Piano Pedagogy $1,145 (30 wks)Alexander Technique – 30 minute lesson $1,130 (15 wks)Through its Outreach Department, Diller-Quaile nurturesits relationship with the extended community. Since 1973,the Summer Music Study Program (SMSP) has providedsinging, movement, and musicianship classes to children andcounselors in day care and Head Start centers, as well as asocial service agency, in and around the Harlem area. Usinga rich repertoire of international folk music drawn from themany cultures of our world, the five-week program developsthe participants’ musical skills and abilities. The SMSP culminateseach summer with a vibrant festival of song and dance.Initiated in the mid-1980s, the Outreach Teacher Trainingcourses—Early Childhood Music, Level I (101 & 501) and Level II(102)—later evaluated and recommended for undergraduate andgraduate credit by the University of the State of New York, NewYork State Board of Regents National College Credit RecommendationService (National CCRS)—teach day care center instructorshow to integrate music into the early childhood classroom.Teachers gain an understanding of the musical development ofyoung children, and acquire skills and strategies for implementingan engaging international folk music curriculum. While thesesemester courses are taught at the School, an added componentof the program, the Partnership Program (founded in 1995),provides classroom music sessions, on-site mentoring, and staffworkshops to two participating day care centers in Harlem, aswell as a residential treatment program for formerly incarceratedwomen, and their children. Additionally, students enrolled inneighboring day care centers are invited to attend weekend RugConcerts with their families.Classical Access (created in 1994) brings the Diller-QuaileString Quartet to The LEAAF Project, Central Park East IISchool (CPE II), the Lillian Weber Dual Language School forEnvironmental Arts (P.S. 84), and to three New York PublicLibraries in the Bronx and Harlem as a part of their FamilyConcert Series. Designed as an introduction to chamber musicfor groups of children, these residencies are a series of informal,hands-on presentations at each institution.The Senior Centers Partnership (formed in 2000) providesolder adults with opportunities for growth and personalfulfillment through music. The School leads a weekly singinggroup for the Carter Burden Luncheon Club and SeniorProgram, and the Diller-Quaile String Quartet performschamber music concerts at the W. 74th Street Senior Home.Through the Diller-Quaile/Mount Sinai Hospital Program(begun in 2003), the School’s resident flute and guitarensemble, Arc Duo, shares music with the patients, medicalstaff, and visitors at Mount Sinai Medical Center. Theseconcerts take place in the surgical registration and waitingarea where the music is appreciated by the Hospital’s visitors,including those who happen to be passing by, or those whoare drawn to the healing music of flute and guitar.In keeping with its mission and belief that music is ineveryone and for everyone, Diller-Quaile is stronglycommitted to providing need-based financial assistancethrough its Scholarship Fund.Diller-Quaile is a non-profit 501(c)(3) organization thatrelies on contributions to its Annual Fund each year to helpbridge the gap between tuition revenues and expenses. TheAnnual Fund allows the School to keep tuition increases toa minimum while maintaining its superb faculty, programexcellence, community outreach, and Scholarship Fund.24 25