Beginning Music Theory: A Two-Way Learning Process

By Bob Cerulli and Dr. Patricia A. Cerulli

Music theory is a two way learning process. Students benefit from the knowledge as well as the application of music theory. First, students need to learn the basic fundamentals of the language of music. A good start is an explanation of key signature, time signature, tempo, and dynamics. The second way takes place when students apply what is learned during ensemble rehearsals and performances.

Knowing how valuable rehearsal time is, a five minute lesson at rehearsals contributes to meaningful rehearsal outcomes. Keep in mind that students like to play their instruments in a performance group, so keep instruction and announcements to a minimum. A tried-and-true suggestion is to start every rehearsal by playing either a piece that the students like, or a section that they have previously learned. Once the ensemble has performed, the group will be ready to learn some music theory in order to improve their performances. Choose one or two elements for each mini lesson.

The following are some music theory suggestions that prepare students for productive rehearsals and successful performances:

Key signature

Reminding students about the sharps or flats in a key signature can do wonders to avoid intonation mistakes. Don’t forget to point out any accidentals, especially if these occur due to a minor key. Rehearse the scale related to the piece(s) planned for the rehearsal. Focus on finger placement by demonstrating finger patterns and also look for rhythmic and melodic patterns. Teaching students to read music by patterns or measures helps them to efficiently play forward in the music instead of playing note by note. Identify codas or first and second endings.

Time Signature

Explain that the upper number signifies the number of beats in a measure, and the lower number indicates the note that receives one beat. Divide the group in half. Have one half clap the actual beats in the measures while the other half claps a steady beat according to the number of beats in each measure. Another effective exercise is for the group to play the rhythm on a single note.

Tempo

Discuss the style of the piece relative to the meter and speed. A metronome would be helpful as well as a demonstration by the teacher. Defining the tempo marking(s) is also important. Students need to practice following the conductor. Perhaps having a different student conduct a few minutes of a rehearsal will reinforce the importance of watching the conductor when performing.

Dynamics

The volume of a piece adds to the musicality of a performance. Identify the words or markings that indicate loudness, softness, accents, etc., such as forte, piano, crescendo, decrescendo.

Most important, make rehearsals and performances enjoyable! Asking questions and encouraging students to contribute to music theory “mini lessons” go a long way in developing a sense of camaraderie among players in sections and in the ensemble as a whole. A review of what was previously learned might be incorporated into each successive rehearsal. Compliment efforts throughout rehearsals and performances and include student input to determine what they know and what they need to know. Students need to experience success. Include music that can be easily learned before challenging them with more difficult selections.

Teaching and learning theoretical rudiments at rehearsals and performances fosters learning new music more quickly. One final suggestion is to evaluate how mini theory lessons are contributing to students’ musical growth. I know that if you ask them, they will be more than happy to tell you what they think. Students need to know that their opinions matter.

Have fun, and enjoy the music!