Adrianne Tomlinson

Dr. V

MUAP 376

17 September 2019

Summary: Effective Music Teaching by Mayhew

After reading this research done by Paul J. Mayhew, I have begun to grasp some of the

characteristics that an effective music teacher should possess while teaching a classroom of students. It

is important that the music teachers have some of these characteristics, but it is even more important

that the students believe that these characteristics exist even if they are not always there. In the article

Mayhew states that not all characteristics are noticed immediately by students, these can be things such

as lesson plans, assessments, and a teacher’s overall knowledge of the subject. On the contrary there

are things that are much easier for a student to notice immediately such as facial expression, eye

contact, posture, attitude, communication skills, physical gestures and the teacher’s intensity. The facial

expression is important because it sets the mood for the class. A smiling teacher will get way more

energy than one that is frowning all the time or appears to be worried or nervous. Eye contact is

important so that the students feel that you are addressing them directly. Not only should teachers make

eye contact with the class, but they should also make contact with each and every student by scanning

all throughout their ensemble. An effective music teacher communicates with the choir both verbally

and non-verbally; this includes making physical gestures to manipulate sound and or behavior in the

room. Lastly, the teacher should give off an intense energy throughout the rehearsal to keep students

engaged similar to the energy they would use while conducting a piece.

After Mayhew discusses the characteristics of an effective music teacher, he discusses some of

the teaching behaviors and patterns that a quality music educator may exhibit. The model that he

suggests is the teacher presenting a task, students responding to the task, and then teacher

reinforcement or facilitation. He then notes that after having the students complete a task it is important
to share positive reinforcement and approval to students rather than criticizing them. By doing this,

students are given a chance to grow from what they are already doing well rather than being belittled

and believing they are insufficient. In order to even begin the pattern of teaching, Mayhew emphasizes

the importance of giving short and simple instructions to keep the rehearsal efficient. This then filters

back into the teacher being classified as high intensity and then in turn also an effective music educator.

The article then shares a variety of studies conducted to analyze effective music teaching. Some

of these experiences included: having middle and high school age learners rate their student teachers,

music majors rating rehearsal excerpts, or even experienced teachers and new teachers sharing their

perspectives on effective music teaching and student learning. For the later study, the experienced

teachers were way more critical and judgmental in their response where as the newer teachers were

more understanding. In the final paragraph, Mayhew suggests that we study initial impressions and

how they play a role in students believing their teachers are effective music educators.