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During the School's early years from 1920-1923, a primary educational focus was on teacher training. The first teachers at Diller-Quaile were selected from the two founders' adult students. As the School grew, so did the need for more teachers and formal teacher training courses evolved, which remain a vital part of the School's Teacher Training Department.
Today, the Department offers the following array of teacher training and musicianship courses, and professional development initiatives designed for music educators and professional musicians – Elements of Music: An Approach to Pedagogy; Piano Pedagogy; Alexander Technique; and The Dalcroze Program at Diller-Quaile.
Diller-Quaile's Dalcroze courses have been evaluated and recommended for graduate credit by the New York Regents National Program on Noncollegiate Sponsored Instruction. Participants who successfully complete course work may be able to transfer recommended graduate credits to fulfill degree requirements at colleges and universities.
Diller-Quaile also offers Early Childhood Music for early childhood educators teaching in New York City publicly funded day care centers and Head Start programs. These courses have been evaluated and recommended for undergraduate and graduate credit by the New York Regents National Program on Noncollegiate Sponsored Instruction. Participants who successfully complete course work may be able to transfer recommended undergraduate or graduate credits to fulfill degree requirements at colleges and universities.
A complete 2010-2011 listing of Diller-Quaile's Teacher Training courses is provided.
THE DALCROZE PROGRAM AT DILLER-QUAILE
The Dalcroze approach provides an in-depth education in the fundamentals of music; it integrates the ear, mind, and body through rhythmic movement, allied with keen listening, singing, and improvisation. This program is designed for music educators, singers, instrumentalists, conductors, and movement teachers.
The Dalcroze Program at Diller-Quaile offers the following musicianship courses:
Core Subjects: Eurhythmics, Solfege, Improvisation
Eurhythmics trains the body in rhythm, dynamics, and phrasing;
Solfège develops the ear, eye, and voice in pitch, melody, harmony, and includes reading and writing music;
Improvisation connects skills and concepts to creative invention at the piano.
Core Subjects: Eurhythmics, Solfege, Improvisation
(Beginning-Intermediate Level) Cynthia Lilley, Instructor
| Fall semester: | Thursday, 6:45-8:45 p.m. | 15 weeks |
| September 23, 2010 - January 20, 2011 | ||
| Spring semester: | Thursday, 6:45-8:45 p.m. | 15 weeks |
| January 27, 2011 - June 2, 2011 | ||
Credit recommendation: In the graduate degree category, 2 semester hours in Music, Music Education, or Dalcroze Studies.
Dalcroze Methodology: Principles and Practices
Through readings, discussion and observation of Dalcroze Eurhythmics classes for children, students learn principles of the Dalcroze approach, and how to apply these principles in their classroom and individual instrumental teaching. This hands-on course provides students with the opportunity to practice applying the Dalcroze exercises with their peer group, as well as with children's classes.
Dalcroze Methodology: Principles and Practices
Dr. Ruth Alperson, Instructor
| Fall semester: | Thursday, 2:00-4:00 p.m. | 15 weeks |
| September 23, 2010 - January 20, 2011 | ||
| Spring semester: | Thursday, 2:00-4:00 p.m. | 15 weeks |
| January 27, 2011 - June 2, 2011 | ||
Followed by Observation of Children's Classes (weekly) and Practice Teaching
| Thursday, 4:00 - 4:45 p.m. (ages 6&7) and 5:00 - 5:45 p.m. (ages 8-10) |
Credit recommendation: In the graduate degree category, 3 semester hours in Music, Music Education, or Dalcroze Studies.
Students may enroll in these semester courses to receive recommended graduate credit (National PONSI), and/or to fulfill Dalcroze certificate requirements. Students may also audit classes. The Dalcroze certificate is given upon the successful completion of requisite courses, written requirements, and jury examination.
Elements of Music: An Approach to Pedagogy
This course focuses on the nature of curriculum design and development within the context of a community music school setting. Course content includes discussion of pedagogical texts and readings drawing on the work of the School's founders and others; observations; and opportunities to analyze studio and group class teaching. In addition, course participants explore classroom formats for teaching improvisation in which the student is given the opportunity to play with, organize, and notate sound. The teacher-student relationship is emphasized as well as the musical subject matter.
| Thursday, 12:30-1:30 p.m. 30 weeks | Kirsten Morgan, Instructor |
| September 23, 2010 - June 2, 2011 | |
Piano Pedagogy
Musical values and the relationship of teacher to student form the basis of this course. The Diller-Quaile approach to piano teaching stresses phrasing, tone production, and choice of repertoire. Other areas of study include practicing as a way of discovery, ear-training based in music theory, reading, and improvisation.
| One hour weekly, 30 week schedule to be announced. Steven Graff, Instructor |
Alexander Technique
The founder of the Alexander Technique, F.M. Alexander (1869-1955), was an actor who began his career as a Shakespearean orator, and who developed chronic laryngitis while performing. He sought a way to eliminate the undue muscular tension that accounted for his vocal problem and restriction. Over time, he discovered and articulated a principle that profoundly influences health and well-being today: when neck tension is reduced, the head no longer compresses the spine and the spine is free to lengthen. From this work, he evolved a hands-on teaching method that encourages all the body's processes to work more efficiently - as an integrated, dynamic whole. This approach teaches a healthy ease and fluidity of body use that aids musicians in technique, tone production and injury prevention.
A limited number of individual lesson times are available. Please contact the School prior to registering for this offering.
Ruth Nardini, Instructor
TUITION RATES 2010-2011
TEACHER TRAINING DEPARTMENT
| Dalcroze – Core Subjects – 2 hours/week | $930 (15 weeks) |
| Dalcroze – Methodology – 2 hours/week | $930 (15 weeks) |
| Elements of Music: An Approach to Pedagogy | $1,020 (30 weeks) |
| Piano Pedagogy | $1,020 (30 weeks) |
| Alexander Technique – 30 minute lesson | $1,000 (15 weeks) |
Click Here To Download 2010-2011 Application Form (PDF)
Early Childhood Music Level I (101 & 501)
These courses prepare day care instructors to teach early childhood music in day care and Head Start programs. Course participants acquire musical knowledge and develop skills through group singing, movement, listening/ear training games, and experiences with rhythm instruments. Emphasis is placed on helping course participants integrate an international folk music curriculum into their educational setting that is shaped to the developmental needs and interests of young children. Day care teachers develop their individual musicality, music literacy skills, and are introduced to the recorder.
Note: Students taking the above course at the graduate level complete additional assignments.
Early Childhood Music Level I (101 & 501)
| Fall Semester | ||
| Tuesday | 9:30-11:30 a.m. | 15 weeks (section A) |
| September 21, 2010 - January 25, 2011 | ||
| Instructor to be announced. | ||
| Wednesday | 9:00-11:00 a.m. | 15 weeks (section B) |
| September 22, 2010 - January 19, 2011 | ||
| Kirsten Morgan, Instructor | ||
| Spring Semester | ||
| Tuesday | 9:30-11:30 a.m. | 15 weeks |
| February 1, 2011 - June 7, 2011 | ||
| Instructor to be announced. | ||
Credit recommendation: Early Childhood Music (101)
In the lower division baccalaureate/associate degree category, 2 semester hours in Early Childhood Education or as an elective in any degree program.
Credit recommendation: Early Childhood Music (501)
In the graduate degree category, 2 semester hours in Early Childhood Education, one of which can be practicum credit or as an elective in any degree program.
Early Childhood Music Level II (102)
This course builds on the content of Early Childhood Music Level I (101). Course participants continue to acquire knowledge and skills for teaching early childhood music and refine criteria for selecting developmentally appropriate repertoire, which is shaped to meet individual and group needs and interests. Course participants design plans to further integrate music throughout their early childhood program. Additional emphasis is placed on developing musicianship, effective lesson planning skills, successful music teaching strategies, and beginning instrumental study on recorder and piano. Diller-Quaile faculty visit each participant at their respective day care center to observe an early childhood music lesson.
Early Childhood Music Level II (102)
| Spring Semester | ||
| Wednesday | 9:00-11:00 a.m. | 15 weeks |
| February 2, 2011 - June 8, 2011 | ||
| Kirsten Morgan, Instructor | ||
Credit recommendation: Early Childhood Music (102)
In the lower division baccalaureate/associate degree category, 2 semester hours as Curriculum Goals in Early Childhood Education or as an elective in any degree program.
If you have questions about these courses, please call 212-369-1484, ext. 22.