Crescendo TransitionWhy?Studies have found that early involvement in the fall semester positively predicts spring involvement and has significant effects on social integration, academic integration, institutional commitment, and persistence.
-many colleges and universities focus on this during the first year through "first year experience courses". Here at Crescendo, we see the importance of continuing involvement and help takes students a step further to reaching their forte Course Name MeaningThe courses names: Piano, Mezzo-forte, and Forte are based off of the musical idea of a crescendo (a gradual increase in volume, typically reaching a forte). Piano means soft, mezzo-forte means medium loud, and forte means loud). These names symbolize the outcome of growth cognitively, emotionally, and practically, that the student will have during this transition course.
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What is it?Here at Crescendo we understand that the first year of college comes with a range of emotions, challenges, expectations, and experiences. The three Crescendo transition courses we offer (Fall of the first, second, and third year), go beyond the first year, because we understand that challenges don't just got away after your first year (we believe transition is a continuous process). Our Crescendo transition courses given students the opportunity to interact with their peers, and give common conversation topics so help provide interaction even after classes is over for the week.
The Crescendo Transition courses give students the opportunity to learn and interact with their peers, be exposed to, and encourage use of college resources, and help students gain experience with the Suzuki pedagogy. Gaining Suzuki training experiences gives students preparation for private teaching during college and beyond. We believe in creating options for our students.
Through Crescendo Transition Courses we hope to: -increase student to student interaction -increase faculty to student interaction -increase involvement on campus -link curriculum to co-curriculum -increase academic level of achievement -assistant students in areas of academic and emotional need |
Suzuki PhilosophyThe Suzuki Method grew from the educational philosophy of Shin'ichi Suzuki, born in Nagoya Japan. The philosophy focuses on the idea that music should be approached as a language, and it is best to start young (it is easier for younger children to learn a new language than it is when we get older). Although Early Start is important, we understand that our students are passed the golden age. There are other aspects of the Suzuki philosophy that we do put into daily practice at Crescendo College.
Environment -just as people learn to speak and communicate when immersed in an environment of language, the Suzuki method aims to provide an immersible musical environment. Crescendo supports ideal with recital attendance, monthly groups lessons with faculty instructor and peers taking from the same instructor, and listening homework for private lessons Mentor Involvement -Referred to as parental involvement in Suzuki literature, the parent is encouraged to attend the child's lesson. The parent is then expected to help the children practice at home, modeling good technique (like they would with language). As students grow older, the parents' involvement deceases Again, at crescendo we would not want to parent be involvement (encourage independence for the student). However, we do encourage our 4th and 5th year students to work with the first, second, and third year students in a similar way; like a mentor. This idea is facilitated through weekly, 30 minute supervised practice as part of our 1-3 year students transition course, and as part of the 4-5 year students private lesson requirements. This helps our students receive feedback from more advanced students and gives our more advanced students teaching experience. This mentor program also helps to facilitate social interaction with peers, and aid in transition to college. Repetition -When applying the Suzuki method, students are never finished with a piece of music and are encouraged to continue playing and reviewing past pieces as students gain more technique. This is done to enhance vocabulary of technique and repertoire Our music faculty encourage students to keep reviewing older pieces, and may call upon students to unofficially perform a past pieces at monthly group lessons (to ensure students are on their toes and remain prepared). Group Lessons -Just as children practice their language skills by talking with friends, students can develop their musical skills by playing with other students. Group lessons help to build motivation, and community. Group lessons is another way to help enhance peer interaction and facilitate retention and success for the students. Crescendo students are required to go to monthly group lessons with all students that take form their private instructor (between 8-15 students). Students are also required to participate in large ensembles which gives them even more experience performing with peers. Whole person -Most importantly the Suzuki method believes in developing the whole person, not just the musical aspects. Suzuki said "I want to make good citizens--noble human beings If a child hears fine music from the day of his birth and learns to play it himself, he develops sensitivity discipline, and endurance". |