Some children struggle with math. Proposed solutions abound, such as limiting struggling students’ math adventures to cooking, measuring, calculating money, and other “real-life” pursuits. But if we assume such a pragmatic approach, what do our children miss? Is there more to math than “useful” application? In a classical education we view arithmetic and mathematics as […]
“How do you hold a moonbeam in your hand?” This charming line from the song “Maria” in The Sound of Music reminds us that music cannot be held in the palm of one’s hand or measured by physical parameters. Like a moonbeam, music’s substance is intangible. Music springs to life from sound waves emanating from […]
“Yes, Jesus loves me. The Bible tells me so.” — Was this your first sacred song? If so, you had a perfect start for the journey into sacred music. Sacred music evokes or expresses the Christian faith, either through specific words describing God’s qualities and scriptural events, or by the creation of a musical atmosphere […]
People often tell me they are teaching classical music through “Composer Studies,” choosing one composer at a time, listening to his music, and reading about his life. But are biographies necessary or even a good tool for teaching the arts? Let me offer an example to explain why I am likely to say “no.” Almost […]
Classical educators know that the quadrivium includes music as one of four core subjects along with arithmetic, geometry, and astronomy. This list can strike our modern minds as puzzling. If we are to approach music as a classical subject, we need to rethink our terminology and what it really means to study music. Today, […]