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My Philosophy Is My Secret Plan: Namely to "Outsmart" Your Kids Regarding the Subject of Classical Music!

 

By Peter Bach Jr.

 

 

Please support our mission with mildness concerning your judgment about my definition of "Classical Music". My ( ! ) definition is one of four "tiny bitter pills" in our – hopefully soon common – project "Teaching Material Classical Music ". And "outsmarting" only means that we – hopefully yes together – want to accompany children with fun, entertainment and joy to where they would never have suspected exciting music even for their age group.

 

Please do not assume that this, our way should replace the many other and proven approaches via the Carnival of the Animals, The Four Seasons, via Peter and the Wolf up to the offers of the young German Publishing House Bach 4 You, via audiobook offers, competitions and finally the efforts of so many institutions and individuals in the future. Rather, this, my offer should represent an additional possibility, how children can be introduced to Classical Music with much, much joy and also fun.

 

That's us, the "hard core" of our Bach Mission. We are both creative. I take pictures, Renate "tinkers" cool things on her PC. I like to write a lot and design websites, Renate is the only Bach genealogist left on the planet.

 

 

To explain Classical Music is – pedagogically and in general – extremely difficult. In the approaches of the "usual suspects," the talk is about music in Western civilization: As if kids don't know it's not about Bollywood music or African drumming. And there is the talk of "functional music", as if "S music" and "E-music" were not already inappropriate enough for an explanation. Classical Music as an epoch is thrown in and leads to problems because of the "neighborhood of terms". And finally, applies in general:

 

What is it that characterizes Classical Music: Is it all the music of the gentlemen on wood engravings and black and white photos? Even the "meager" works? Or is Classical Music always when performed in a black suit? Or when a piece sounds very Classical? As crystal clear as most Classical Pieces are recognizable, it is difficult to explain how they are defined.

 

Without silliness, without humor, jokes, loose-floppy approach, exaggerations and borderline determinations, a new, "cross-thought" description would be not more than a longer, dust-dry, unexciting approach, for something cool child-friendly and still serious and pedagogical to interest. As far as this, our approach is already "my bitter pill No. 1".

 

We, "2 + 1", namely plus my big sister in the picture on the far right. She designed the illustrations in my Bach Biography for Children.

 

 

Our whole Teaching Project Classical Music in the extensive version with its exciting facts, catch questions (... but which are marked), and light, "easy-going" served, partly even already answered and by illustrations purposefully enriched questions and answers, silliness and repetitions has two targets: first, not to generate knowledge, second, to occupy Classical Music positively! Not to generate knowledge ... that is then "my bitter pill No. 2".

 

Therefore, the so daring quintessential definition of what is Classical Music, approximately. Therefore, the borderline Classical – young – compositions in the list, albeit with the indications that they are for a large circle of Classical Music lovers, different from conservative-classical works. And their inclusion – the inclusion of the young Classical Works – in the illustrious circle of classic of the very great experts ... that is then already "my bitter pill No. 3".

 

Therefore: Please give my approach a chance and let's try together with the mini publishing house (... that's my wife) that publishes the project to open the door to Classical Music for more students. From our definition of Classical Music to the conservative view, it is then only a relatively tiny step in the next one or two decades, and every child will find it on its own.

 

No, we haven't known each other that long (... the girl in the middle of the picture is not my wife).

 

 

This also includes the philosophy of presenting unimportant things in the homework and test material, and not too many names and facts that the kids are supposed to remember. The focus is absolutely not on "learning" much of it, but on spending as much time as possible on it. And later to have "already heard" names of composers and titles.

 

Therefore, the option of – possible and simple – cheating by copying should be tolerated consciously. It should not be about getting a top grade if possible, but, gladly also, about the cheating option – to inform oneself also during the test at home – on the internet ... and to spend time with Classical Music for this purpose. In most cases, therefore, it is also just to enable students to hear for the very first time the many names of great composers and works. All this leads to effectively introduce the subject to the few more students who are more enthusiastic via this approach.

 

The "4th little bitter pill" is my compilation of musical works if you, as a Classical Music fan, do not agree at all to allow so many cheerful, light and also borderline musical works as Popular Classical Music. Why don't you discuss this with your kids? Evaluate it as the author's opinion, criticize it as a mistake, and "stand up to it"! What can happen?

 

Very different, exciting and also "outside the box": Above these are three of 33 composers calendars in the Publishing House "Bach 4 You". Here you can get to the store. And, with your purchase you help to finance our "Classical Music Mission" and the "Bach Mission". 

 

Calendars, as they are known in Germany, busts and typical Bach articles can be found at "Bach 4 You", T-shirts, US style music and composers calendars and many other articles with music and composer designs are best found at "Zazzle". Click here to all stores

 

 


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