First, I will play music on my instrument and let the students listen and think about the way of making music. Second, I would play another song and ask students to engage in music making by clapping, dancing, playing, singing, etc. Then talk about the presentational elements (the first performance), stage, presenting the art of music, and think about the differences with the second performance. Then, play a recorded song and talk about the recorded music. Then, think about live, participatory music and the differences with the recorded music. As a discussion, we talk about what happens at music concerts and how the artist presents the music, and the audience listens to the music without engaging, and what happens when people engage in music, and finally, when we listen to recorded music.  

• Starting from small concepts, until the students are able to understand bigger ones. Understand how the bigger concepts couldn't be understood if we don't relate them with the small ones. Ending up with a full deep understanding.

• We were discussing iterative pedagogical techniques of asking questions about the class's general knowledge, thinking deeply about those assumptions and words (for example, what does "classical" mean and imply), then discussing the lineages that lead to these signifiers, and then returning back to our original question of why we call certain musics classical.

As an example, when I ask my music student to play the piece I taught them last week (Piece C), I also ask them to review and play the piece from three weeks ago (Piece A). For the following week, I expect them to prepare the piece I will teach them today (Piece D), along with the piece I taught them two weeks ago (Piece B). This approach supports the interleaving method.