Gregory Giacona

Gregory Giacona

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My course involves teaching music theory and songwriting to mainly inexperienced beginners. A very challenging prospect indeed! I start with very basic theory lessons, on the music staff dry erase board and from the piano. Most of my students have no previous music experience, so it's a pretty level playing field for all of them. The very nature of my lectures is visual and auditory, not much in-or-out-of-class reading assignments given. Those students not comfortable learning in these 2 styles find it more difficult to absorb the new material, not to mention the general difficulty of learning music as an… >>>

I find that I can motivate students by demonstrating my expertise, but not in an intimidating way. My course is about music theory/composition/MIDI production. As I demonstrate at the piano, or through listening analysis of audio examples, I find that students will be encouraged to duplicate my skills. This must be handled carefully, to prevent discouragement among those prone to it. Any thoughts on my method?
Quite often my subject material can become very complex and foreign to most of my students. My constant challenge is to tread very slowly into deeper waters, continually checking with each student that he/she is tracking with me. These slow steps are the only way I've found to ensure that most of my students will succeed in grasping these difficult concepts Thoughts?
I find that little rewards throughout the class lecture/interaction keep the students engaged and excited about the next chance to get a question correct. Quite often an "attaboy (or "attagirl") will go a long way towards student fulfillment and sense of achieivement. I try to keep a sense of humor about me, as we enter difficult topics, as this keeps most students engaged... Comments?
My course involves music theory, song writing, lyric construction, MIDI systems, and properties of a great music production. Most of my incoming students have little or no background in music, so my challenge is to present the entire course on schedule, without leaving any student behind. What are some techniques I could use to pull up lagging students, while not dragging the others along with repeated lessons on old material?
One thing I find challenging is where to draw the line between being friendly/entertaining, while of course being informative, and being a bit more hard-nosed. Some of my students seem to be on the verge of un-interested in being there, and I fear that any forceful presentation may scare them off. Some of them need this forceful presentation, because they're "slacking off".... Any ideas on how to strike this balance?
My class involves music theory and production techniques. I am 41 years old, yet my students are around 20-25 years old. Part of the course involves listening to music examples to ear train. I am pretty "out-of-touch" with much of today's music, and am heavily biased towards classical/jazz, and pop from the '70s through the mid '90s. I believe much of the current music scene is garbage, and offers little in content valuable to my class. How do I capture the imagination and interest of my students using music they may not know and appreciate?
My desire is to grow personally/professionally as an instructor, but I find it difficult when teaching new, neophyte students. I would like to introduce advanced concepts/techniques, but I spend most of my time delivering a simplified course content. Any ideas on how to push the students, and myself at the same time?
I find it challenging to determine the best split between demonstrating/discussing subjects, versus letting students jump into "uncharted waters" in their lab time. My class deals with music theory/production, and most of my students are are "square one", with little or no prior experience. Any ideas?

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