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Have you ever heard this quote supposedly said about the invention of the telephone?
“This thing is unnecessary, it’s intrusive, and frankly, we have better ways of communication!”
Sounds ridiculous now, right?
But at the time, it reflected a real hesitation—people assumed something new meant something bad. That it would replace connection, not enhance it. And yet, here we are: the telephone didn’t stop creativity or skill—it freed people to focus better on communications.
When Alexander Graham Bell made the first voice call, he didn’t see a threat. Instead, he saw potential saying:
“I feel I have at last struck the solution of a great problem... The day is coming when wires will be laid to houses just like water or gas—and friends converse with each other without leaving home.”
He wasn’t wrong.
Today, we treat the telephone as a basic utility. It became a tool so seamlessly integrated into our lives that we forget how disruptive it once seemed.
And that’s exactly the kind of sneaky assumption we’re talking about in this episode … especially assumptions called: “presuppositions”.
When it comes to music teaching—whether you’re an experienced educator or completely new to the field—there are plenty of assumptions, presuppositions and inherited skepticism, especially around tools, or so-called “scripted curriculum.” But what if those assumptions are holding you back?
What if using time-saving tools and structured support actually opens up MORE space for creativity and better classroom communications and rapport, not less?
In this episode of The Spark, we’re unpacking those sneaky presuppositions that get in our way—especially when we don’t even realise they’re there until we look more carefully.
🎧 Click play, and let’s take one more step together towards getting you the confident, creative, and impactful music lessons you deserve!
________________________________________
Teaching Music isn’t about luck —it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your teaching and achieve the goals you’ve always dreamed of.
_________________________________________
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to your podcasts, and invite your friends and colleagues to join us.
Additional Resources:
Get the full K-6 Fun Music programs here: https://funmusicco.com
Get my weekly emails and free resources here: https://funmusicco.com/music-teaching-resources-archive/
Tweet Me! @funmusicco
Join me on Facebook: https://www.facebook.com/funmusicco
Enjoy & Let me know your thoughts!
The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
66 episodes
Have you ever heard this quote supposedly said about the invention of the telephone?
“This thing is unnecessary, it’s intrusive, and frankly, we have better ways of communication!”
Sounds ridiculous now, right?
But at the time, it reflected a real hesitation—people assumed something new meant something bad. That it would replace connection, not enhance it. And yet, here we are: the telephone didn’t stop creativity or skill—it freed people to focus better on communications.
When Alexander Graham Bell made the first voice call, he didn’t see a threat. Instead, he saw potential saying:
“I feel I have at last struck the solution of a great problem... The day is coming when wires will be laid to houses just like water or gas—and friends converse with each other without leaving home.”
He wasn’t wrong.
Today, we treat the telephone as a basic utility. It became a tool so seamlessly integrated into our lives that we forget how disruptive it once seemed.
And that’s exactly the kind of sneaky assumption we’re talking about in this episode … especially assumptions called: “presuppositions”.
When it comes to music teaching—whether you’re an experienced educator or completely new to the field—there are plenty of assumptions, presuppositions and inherited skepticism, especially around tools, or so-called “scripted curriculum.” But what if those assumptions are holding you back?
What if using time-saving tools and structured support actually opens up MORE space for creativity and better classroom communications and rapport, not less?
In this episode of The Spark, we’re unpacking those sneaky presuppositions that get in our way—especially when we don’t even realise they’re there until we look more carefully.
🎧 Click play, and let’s take one more step together towards getting you the confident, creative, and impactful music lessons you deserve!
________________________________________
Teaching Music isn’t about luck —it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your teaching and achieve the goals you’ve always dreamed of.
_________________________________________
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to your podcasts, and invite your friends and colleagues to join us.
Additional Resources:
Get the full K-6 Fun Music programs here: https://funmusicco.com
Get my weekly emails and free resources here: https://funmusicco.com/music-teaching-resources-archive/
Tweet Me! @funmusicco
Join me on Facebook: https://www.facebook.com/funmusicco
Enjoy & Let me know your thoughts!
The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
66 episodes
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