Making the Most of What We Say: The Power of Verbalization in Music Teaching.
Saved in:
| Title: | Making the Most of What We Say: The Power of Verbalization in Music Teaching. |
|---|---|
| Authors: | Tanriguden, Birce (AUTHOR) tanrigude@hartford.edu |
| Source: | Music Educators Journal. Mar2026, Vol. 112 Issue 3, p20-29. 10p. |
| Subject Terms: | *Teaching methods, *Music education, *Emotional intelligence, *Classroom management, *Student engagement, *Cognitive development, Oral communication |
| Abstract: | Music educators can often struggle with managing the use of efficient verbal communication in rehearsals and classrooms, which can impact both teaching efficiency and student development. This article offers practical suggestions for using verbal communication more effectively, focusing on techniques that promote cognitive and socio-emotional growth without overrelying on lengthy teacher talk. It addresses how verbal cues and teacher-talk strategies can enhance student engagement and learning in both ensemble and classroom contexts. In addition, the article provides a self-reflection checklist to help educators assess the effectiveness of their verbalization, offering actionable steps for improving rehearsal and classroom dynamics. This resource encourages music educators to refine communication practices for more purposeful and impactful teaching. [ABSTRACT FROM AUTHOR] |
| Copyright of Music Educators Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Music educators can often struggle with managing the use of efficient verbal communication in rehearsals and classrooms, which can impact both teaching efficiency and student development. This article offers practical suggestions for using verbal communication more effectively, focusing on techniques that promote cognitive and socio-emotional growth without overrelying on lengthy teacher talk. It addresses how verbal cues and teacher-talk strategies can enhance student engagement and learning in both ensemble and classroom contexts. In addition, the article provides a self-reflection checklist to help educators assess the effectiveness of their verbalization, offering actionable steps for improving rehearsal and classroom dynamics. This resource encourages music educators to refine communication practices for more purposeful and impactful teaching. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00274321 |
| DOI: | 10.1177/00274321261421610 |
