Kathryn Woodard

Arts IntegrationCompositionCultural EnsemblesCurriculum DesignExceptional Students / Special EducationInstructional DesignLevel: ElementaryLevel: SecondaryLevel: Post-Secondary/UniversityLifestyle ManagementMusic HistoryMusic TheoryWorld MusicPublic Relations
Written by Dr. Elisa Janson Jones
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Kathryn Woodard (she/her) is a pianist, educator, composer and scholar. She is a recognized interpreter of new music for the piano, having performed, researched and recorded numerous composers from around the globe. As an educator she is passionate about unleashing each student's creativity through improvisation and composition which in turn enhance a student's performance at the piano. Recently she has become a sought-after teacher and clinician for her unique approaches to working with learning differences in students.

 
 
 

  • The most basic example which I do on a weekly basis is the choice of repertoire for a student. When I know an intermediate or advanced student is ready for a new piece , I will often demonstrate several pieces of different styles to choose from so that 1) the student is making a choice, expressing a preference and 2) no matter what the student selects, it will be suitable for their level, provide them with a challenge, and present some new skill to work on in their lessons. Then over the course of several of these choices, I've also identified a general trajectory for the student's lessons. For example, is this student more interested in jazz, which will require certain skills, or classical performance, which will require different skills, or learning lots of different music, which might involve some music theory and history instruction. I used this same tactic in a very different context this past weekend when dealing with a student who loves not to like anything. So I presented her with a choice: would you prefer to learn this new piece or memorize this one you're close to finishing? Either way she will be focusing on a skill, and the process required her to make a choice and stick to it with the goal of developing a more positive mindset.

  • During project development phases for the business that I run I have often met one-on-one with fellow teachers, colleagues, student interns and others in order to decide on next steps and coach them through a certain process. These sessions often take the form of brain-storming sessions where both of us can pitch ideas or speak freely in order to generate new ideas, next steps and also pitfalls to avoid. The format might seem open without a set agenda or goal, and that is the intention - to let the other person recognize a new opportunity and his/her own agency in the mentoring relationship.

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Dr. Elisa Janson Jones
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