By Andrea McAlister, NCTM

W ith each new generation, pedagogues must take stock of their teaching
strategies in terms of effectiveness and relevance. As we take on the edu-
cation of the “Millennial Generation,” those students born between 1982–2002, it is
incredibly clear that the educational landscape has changed. These are students who
have never known life without the Internet. Cell phones are readily available and do
much more than serve as a verbal communication tool. MP3 players are in the hands
of all. Text messaging and online social sites are the choice means of communication.
For those of us in other generations, some of
Andrea
the above terms may be as foreign as another McAlister, NCTM,
language. While it is important to understand is assistant profes-
our students’ technology-driven lives and adapt sor of piano peda-
our teaching to enhance their learning, how gogy at the
Oberlin
much is too much? Are the time-tested methods Conservatory of
of educating still relevant or do they not keep Music. McAlister is
up with our multitasking students? How do we in frequent demand as an adjudica-
teach music, especially acoustic instruments, to tor and presenter and has present-
ed numerous lecture recitals on
students who are surrounded by electronics? To 20th-century piano music and piano
answer these questions, we must answer one wellness.
question first: Who are the “Millennials”?
AMERICAN MUSIC TEACHER 13