Quote:
Originally Posted by iainmcl  Hi. Many thanks for the prompt input.
The "...not quite getting it..." part is meaning that yes, they can (somewhat) demonstrate these techniques, but no, I don't think they're practicing them as they should be. I'm trying to give them both a variety of approaches to long-tones and lipslurs, and have even got them to keep a practice log.
I guess I'm just a bit frustrated with their progress (or lack of). The lesson is 1 hour/week/person and the rate is tragically low because I myself haven't finished my degree (Note: This is something I'm currently working on).
I do imitate their playing in lessons at times to demonstrate what was going wrong/bad and how it can be fixed, but I don't want to look like I'm poking fun at their playing since Trumpet itself is a difficult beast to handle. Confidence is a big key to playing and practicing, so I have to tread carefully.
They both have their lessons tomorrow afternoon. I'll revamp my mindset a little and let you know how I go.
Thanks again
>-iii- |
As a teacher, albeit not a music teacher, the three "methods of learning" need to be realised by you, the teacher. We all learn in different ways some by seeing, some by hearing, some by doing - sometimes a combination. Ok, so now put this to the Trumpet tutorial, I have found that many of the problems I have as a player can be well worked through when my trumpet tutor plays along with me. This gives me the timing and pitch whilst watching the score - hear, see, do. Let the student know that this will be the pattern next time, but the student should be unaccompanied then. You only need to pick the phrases that create problems - so maybe only a couple of bars - this then reinforces the notion that practice will be necessary. Playing along with your student allows the student to be instantly aware of the differences between you and him/her.
This is not a precis of the entire teaching art - just one of the many tools. Don't forget positive reinforcement and honesty - a student will know if you are giving false praise, for example. Treat students as you expect to be treated (goes without saying of course), do YOUR preparation too - tell the student what you expect - precisely. Both of you should have fun, above all. If even one of you is not having fun then learning is much more difficult.