Music Theory - Making it Fun and Relevant

 What is Music Theory?

There are many definitions of music theory, but one I like is "Music Theory is the study of how music works, the building blocks of music, and what is needed to understand music notation." (careersinmusic.com). Music theory enables us as musicians to understand what we see and hear. At a basic level, this is about note reading, both which note to play (pitch) and its length (rhythm), rests (silences), clefs, sharps, flats, naturals, key and time signatures, and any other markings on the musical score - what do they mean, how do they sound and how to play them. At a more advanced level, it encompasses things like composition, chords and chord structure, cadences (end of phrase chord progressions), modulations (a piece of music moving into a different key), transposition (playing a piece or writing it out in a different key to the one given originally), musical structure identification, rules and types and modes.

 

When is the right time to start teaching music theory?

Many with a musical background will know that in order to take the higher grade practical ABRSM exams (grades 6-8), it is a requirement to have first passed the ABRSM grade 5 theory exam (grade 5 practical musicianship or grade 5 solo jazz exam are also accepted as alternatives, but most do the theory exam option). As a result of this, music theory is often taught in a rush once pupils get to or even pass grade 5 in order for them to be able to progress to grade 6. When theory is taught like this it tends to be crammed and disjointed rather than enabling the musical experience to be enriched. This was my own experience of music theory, though I have been fortunate to have had many opportunities to revisit it since, developing far more understanding and creating some of the links for myself that should have been there from the start! As with all things musical, I'm still on that learning journey today.

As a result, this is something that I include from the very first lessons. Even my beginners, with just a few weeks or months of lessons to build on, can analyse their new pieces before they start playing them. Whenever we start on a new piece, the first thing I ask them to do is to tell me what they see. This will include things like:- 

• it has 4 beats in a bar
• the hands only play together for the last 2 bars
• the left hand only plays the notes A and middle C
• most of the notes are tas (crotchets), but each of the 2 lines finishes with two twos (minims)
• it says to play it allegro, which means quick and lively
• the first line is p, piano, quiet, and the second is f, forte, loud
• there are 8 bars in total
• the first two bars of each line are staccato, short and spiky
• the second two bars of each line are legato, smooth
• most of the right hand is next door notes
• there are accented notes at the end of the piece, which means I need to play them with extra energy

All this information, just by looking - we haven't even played a note yet! This means they already have a good understanding of what the piece requires, and we do this for every single piece. We then may move on to clapping part of it or having a go at sight singing part or all of it before starting to play it.

 

As pupils' learning continues, they will be additionally identifying ties, accidentals, repeats and key signatures. This is still before they are even at prep test level (pre-grade 1). By early elementary level (prep test - grade 1), they can additionally identify by sight sequences (same pattern, but starting on a different note), arpeggio or alberti bass accompaniments, the key a piece is in (from a limited selection), many more dynamic and tempo markings, scale passages occurring in a piece etc.

 

 

So how do I actually teach this?

Anyone who has the experience I had of cramming grade 5 music theory in order to be able to take a grade 6 exam, will tend to be left with the idea that music theory is a rather dry, uninspiring subject which has to be got through - jumping through the hoops! This is not actually true - taught properly it can really enhance a person's musical experience. The key for me, is it has to be relevant and appropriate, hence covering it at the start of learning a piece, as described above. Interestingly, I don't ever call this 'music theory', or even 'analysis', but just say 'tell me what you notice' or 'describe the piece to me'. In addition to this, I also use music theory quizzes, many of which are contained within, or as supplements to the Get Set Piano series of books that I use initially. Many pupils then move on to the Piano Trainer series, which I've also selected to use because of their well-rounded nature, including within that, music theory. Alongside the tutor books, and general quizzes and discussions that take place as part of the normal course of my lessons, I also often use the How to Blitz ABRSM theory series of books, usually from around prep test/pre grade 1 level upwards. These books explore theory in a fun, light-hearted but still systematic way. They are easily accessible, and have the odd bit of silliness in them, that always appeals! I particularly like the 'mark the paper' sections at the end of each book - so much more engaging to mark and correct an already completed paper, than to have to fill in the whole thing yourself! They contain crosswords, word searches, and timed tests for the more competitive - and the odd Harry Potter question etc for light relief!

 

The key thing about learning music theory is it should start when you first start learning music and continues for as long as you play - it really shouldn't be seen as a separate subject, but as part of understanding what you are playing and how to communicate that to others.