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The idea of reading patterns in music first became important to me when I began teaching young students how to read music. In my formative years I was raised on a note-by-note approach that began at Middle C. It worked for me... at least I thought it did. Today, even though I teach children to read by interval relation...

E​arlier in the year, I established a private discussion group on Facebook with four teachers from around the country— Monica Allen, Laura Beau- champ-Williamson, Rebecca Pennington, and Scott Price. Our goal was to have some conversations about music reading which would lead to the sharing of ideas and resources. It is important to know that ...

The natural order of learning1 , as described by Piaget and specifically applied to music learning by Frances Clark2 , begins with the child hearing, feeling, and seeing a concept before it is presented (i.e. sound-feel-sign-name). Experiencing a concept before learning its name and symbol, is meaningful learning. I like to think that teachers...

Whenever I visit the exhibit hall at MTNA and other music teacher conventions or browse through the advertisements in publications for teachers, I am always a bit overwhelmed at the number of teaching aids available. For me the bottom line is whether or not the product has pedagogical value, specifically in the teaching of music reading. I ask...

I think most teachers would agree that independent learning is an important goal of teaching music reading. I believe, however, that we fall short of that goal if, once a student can satisfactorily read music, we begin to simply assign repertoire to be learned independently. When we do this, we cease to be a guide and facilitator during the fi...