WRITTEN BY : Olivia Lau Xue Ying (NAFA Music)
Two words forming the whole reason for a musician’s level of understanding of the divine Musical Language. From understanding to communication to performance, Music Theory defines reasons and ways. Fryderyk Franciszek Chopin said “Nothing is more odious than music without hidden meaning.” quoted from a romantic era composer that is an everlasting legend. Therefore, the ideal way to make the finest learning experience and growth for both an educator and a student, leads back to how an educator’s knowledge level of Grade 8 can unravel limitless possibilities for the next generation to the hidden meaning of “Why Music?”
First and foremost, Grade 8 Music Theory improves musicianship studies from a holistic lens. As stated from the book by Jennifer Snodgrass, “creativity, diversity and integration….. By providing a strong basis from re-integrating creativity through interpretation” Snodgrass, J. (2020). Grade 8 Theory syllabus stated it includes harmonic and counterpoint, including all standard diatonic and chromatic chords. Elaborating comprehension for application in piano teaching. Because music vocabulary is the building blocks which start the ball rolling for performance revolving high technique. Only having a clear high line view of Grade 8 theory, teachers would be able to express by keeping it fun and stylistic to special methods. In addition with playing chords, you aid the student with high impact to be more innovative from your teaching interpretations. Not only do you get to gain better technique but also apply through forming new phrasings that leads your performance as a teacher in bringing the next generation to depict the significance of high musicianship with holistic development. For students, diatonic chords allow musicianship to grow stronger fundamentals and next-level complexity. Thereafter for students, to not just stick with the basis of rules but also be more free to use chromatic chords to enhance through the music progression, making music form with different moods and colours from uplifting to eeriness to surprises. Having both a formal and artful mind. Thus forward moving, teachers can adapt their own ways to teach students through more flexibility from the acquired knowledge of harmony and counterpoint of musicianship.
In continuation, Grade 8 Music Theory ameliorates composition skills. In order for a teacher’s career to be sensational depends on how well the student acquires the knowledge to be the next big star of the music world. And for success to happen, having a strong composition background matters. Just like how in all periods from baroque to classical to romantic to 20th century, many pianists are also composers. Hence a saying from a dissertation published called states “Why we teach, When we teach and What we teach” connects back to Grade8 Music Theory syllabus of composition. Indeed, “Why we teach” Temperley, D. (1999). Shows how to write more than just their own instrument, expanding the knowledge to the next level for both teachers and students to explore within the orchestra and beyond. Diving deeper would be how Grade8 covers “When we teach” imitation, sequence, rhythm, aiming to build stronger structure lines and meaning in composition. Teachers develop effective ways to enhance students’ abilities. As a result, composition allows teachers to have full use for enhancing modulation and cadences with phenomenal phrasing ways. “What we teach” implements this knowledge to a student, the student would then climb up as a performer from reading just notes to a better analytical and investigator. Involving more than just the music but to place pieces together for a smooth storyline to flow through the telling. Henceforth, improve the articulation in performance and musical studies, just from learning composition.
Furthermore, Grade 8 Music Theory enhances your analytical skills. From a musicology work written called by David Temperley. He stated “ Music Theory guides analysis and motivates to inform” Whitlock, M. N. (2002). Interpreting music analysis as a way of motivation. Likewise, for Grade8 Music Theory, you get to learn how scores and ensembles make a meaning. From choral chamber music to orchestra ensemble, teachers will then understand how and why arrangements are in such a certain order. After that, transposition, intervals, ornaments etc, will finally make sense of why things are placed specifically in a form to click just like how a puzzle fits, resulting in comprehension in high tier. In addition, for students to understand 5W1H of why a composer composes the way they do. From who it is catering to, what is being played more than the underlying of it, where in space would be used, when of time it will be used, why it impacts the audiences and how they simply make sensational works happen. For teachers to raise students’ abilities for revolutionary new-world works. Not only hard work in learning performance skills but pushing boundaries and moving tides within correct rules. In brief, playing is one factor but for teachers to move generations, acquiring top notch analytical skills will realise mistakes more organised to change the error by pointing out the student’s mistakes for corrections. Henceforth, students become the best they can be, proving musical analysis amplifies miles of a teacher’s hard work
Summing up the three points of how Grade8 Music Theory is ideal for piano teachers to have, is truly one singular strong motive and true reason for the beauty of teaching — It is to inspire the next generation, the students. Loving their craft as much as a performer, intention to have the effort to teach must be equalised. To illustrate pictures clearly, like Franz Liszt — worldwide highly respected pianist and composer, was also a teacher. He once said “Music is the Heart of Life”. To be known is to be spoken. Learning the language to the “Heart of Life” which reiterates all back to theory — the language of Music. Only after, teachers can touch souls. Leaving powerful impact, into infinity and beyond for the students to explore. Reithering back to “Why Music?” matters, is the significance of piano teachers getting Grade8 Music Theory. Remember, when one masters the skill of theory, onwards the passion can continue aspiring. Having creativity is one factor and quality of creation being another. To measure perfection in both artistic and technical, wouldn’t it just be the ideal dream of a piano teacher to aspire into? As a current music student that wishes to move the world with music education one day, I definitely want to be prepared enough to reply with full effectiveness, by answering every desirable question of my students as confidently and accurately. So to leave wonders as educators, we should never make any student doubt or dismiss the ideation of Music Making.
“Da Coda” to this article, Music Theory is more than just notation. It is a language – an unspoken unity. Iterating my main points of improving musicianship performance, ameliorating composition skills, enhancing analytical skills and summing up the meaning of “Why Music?”. Many showed sincerity and belief that Grade 8 music theory is more than just an essential, it’s a culture and lifestyle in the music world. For hopes in future years to continue on the legacy of music, Grade 8 Theory has been proven through points above and more. Thereforth, do it. For the Future World. For Education. For Music.
CITATION
Snodgrass, J. (2020). Teaching music theory: New voices and approaches. Oxford University Press.
Temperley, D. (1999). The question of purpose in music theory: Description, suggestion, and explanation. Current Musicology, 66(1), 66-85.
Whitlock, M. N. (2002). The application of music learning theory concepts to a notation-based piano method. University of South Carolina.
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