Anne Sofie von Otter Podcasts
Swedish mezzo-soprano
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2024-05-13
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2024-04-25 17:00:00
Duration (h:m:s): 51:13
Explicit Teaching (not dissimilar to Direct Instruction) is really in vogue with our local government at the moment, and this coming week all government school teachers have to undertake professional development in it. Of course, there’s a research base behind the use of Explicit Teaching, but does much of that research come from music education? And if it doesn’t, what should music teachers make of Explicit Teaching and similar ideas? Are they useful for music education, or will they get in the way of best practice? In this episode, I speak to music teacher and research Dr Brad Fuller, who published a wonderful article on this very subject just last year: Is What Works Best, Best For Music Education? Apparently my blog isn’t accepting comments at the moment, so please feel free to comment by dropping me an email or over on the socials! Here’s the transcript of this episode, made by Otter.ai (so it will have a few inaccuracies!): S3E13-Explicit-teaching-and-music-education_Otter_aiDownload
2024-04-11 18:00:00
Duration (h:m:s): 46:15
Today’s show is sponsored by Abble and their new product the iSlave Mini, as well as by FcDonald’s. Please check out these unreliable products! In this episode I’m reflecting on the list of pre-service music teachers’ blogs that I published via my blog yesterday, and the courses to which each relates. I make links to the brilliant Electronic Music School by Will Kuhn and Ethan Hein, and also to the DAYTiME music conference coming up in Adelaide and streamed online on June 14th this year. I explain why public blogging is useful as a tool to encourage critical thinking, not just in undergraduate and postgraduate music education students, but, following my own research, for in-service music teachers, too. Here is a transcript that should be tolerably accurate, thanks to Otter.ai: S3E11-Public-blogging-CT-and-worldview_Otter_aiDownload
2024-03-14 19:00:00
Duration (h:m:s): 42:09
I’m asking the big questions today, prompted by the new year 7 to 10 (12 to 16 years) music syllabus released recently by the NSW Government: what is classroom music education for? What are the aims of this syllabus, and can we remember the good to avoid the not-so-good? Today I’m focusing (mostly) on what’s good in this new syllabus, and using that to advocate for the same aims in Music Education. I also mention an article that I wrote recently for AARE (The Australian Association for Research in Education) responding to the new syllabus, and you can read that here: https://blog.aare.edu.au/the-brand-new-syllabus-should-let-the-music-play/?unapproved=234158&moderation-hash=5ce8abd82ef18bc132a6a4b9443b8915 Please leave comments on the blog post for this episode at https://humberstone.org/2024/03/14/music-zettel-s3e8-the-new-nsw-syllabus-pt-1-what-is-classroom-music-education-for/. Here is a transcript, generated by Otter.ai: s3e8-syllabus-pt-1_Otter_aiDownload
In today’s episode I talk about ways I’ve used samping in my own composition and production, and ways that I’ve used it to teach composition and engage children in my music classes. There are lots of ideas, and examples of music that I’ve written. My page of resources on teaching sampling with the Flip Sampler app is available here. If you have any comments, I’d love you to leave them on my blog, where I publish this podcast series. https://humberstone.org/2024/03/08/music-zettel-s3e7-teaching-music-through-sampling/ Here is an Otter.ai transcription of this episode: s3e7-sampling_Otter_aiDownload
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