About this blogger:
Veronica Brandt holds a Bachelor Degree in Electrical Engineering. As editor, she has produced fine publications (as well as valuable reprints) dealing with Gregorian chant, hymnody, Latin, and other subjects. These publications are distinguished on account of their tastefulness. She lives in the Blue Mountains near Sydney, Australia, with her husband Peter and five children.
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“I have, on the other hand, retained several more or less traditional tunes, absolutely valueless and without merit from a musical point of view, but which seem to have become a necessity if a book is to appeal—as I hope this one will—to the varied needs of various churches.”
— A. Edmonds Tozer (1905)

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Extending a music lesson
published 25 January 2014 by Veronica Brandt

studying at the library HERE IS SO MUCH WRITTEN about online learning. The buzzwords have been flying thick and fast for decades. Each new idea promises new heights of engagement and pedagogical excellence. Much of it has boiled down to instructional videos and quizzes, simple ideas in themselves, but they can be very useful.

One hurdle when teaching Gregorian chant, or any music in Latin, is the language. Having a translation on the music helps, and eager choir members might take the initiative to figure out the word for word correspondence between the Latin and the translation, but there are still big gaping holes in your average choir member’s understanding of what they are singing. Holes that would be easy to fill if there was more time.

For an example, see An Exposition On The First Few Lines Of The Lord’s Prayer using a slideshow, a set of flashcards thanks to Quizlet, a crossword puzzle and a Google Form to provide some feedback on how students are going.

This is still a work in progress. I have tried some of these things from time to time in years gone by. Time will tell what helps and what hinders. For the translations I refer to The Catholic’s Latin Instructor by Fr Edward Caswall.