Klarinet Archive - Posting 000355.txt from 1995/06

From: "Susan E. Pontow" <FBVB@-----.EDU>
Subj: teaching clarinet
Date: Fri, 16 Jun 1995 17:46:27 -0400

>in his book, rosario mazzeo says something like (i can't find my
>copy) "if you can't explain in words understandable to your student exactly
>what is to be done, then the chances are you really don't know exactly how
>to help him do it."

>jim freeman (collnjim@-----.edu)

In my earlier post, I had meant to say... "it is best to teach by mostly
showing, not JUST by telling."

I agree that a teacher should be able to verbally explain what should be done,
however it depends on the student as to how much verbal explaining should be
done in a lesson. From my experience with my teacher and my students, a little
explanation is necessary, but about 95% percent of the lesson should be
playing. The teacher should always model for the student, especially when the
student needs work on a particular physical skill. I love the lessons when my
teacher plays with me: it is then I learn the most. For the past four years we
have mostly worked on my embouchure and tone. Last year we hit a stumbling
block. I was so frustrated in trying to sound better, because nothing I knew
to try was working. I was at a loss to explain why he sounded so much better
than me on the same instrument. It was only this past spring that we broke the
wall. One day he told me to feel his embouchure while he played. So I felt
all around his mouth. Then I played a note and felt my embouchure while I held
the note. The result was immediate. The corners of his mouth felt like rocks,
and mine felt like mush.

And so a particular piece of information when projected through all of the
senses is better learned than if it was only projected through one. I am not
saying that showing is better than verbally explaining. But no one verbally
explains anything while they are playing, or do they? I have yet to see that.

For my students, instead of explaining a concept to them, I have them explain
it to me. With embouchure, I may start by explaining it to them, or I may not.
Just verbalizing it almost never produces good results, it may lead to more
problems. I do have them watch me, then imitate me. Then I take them in front
of the mirror to do the same thing. I ask them what the differences are
between our two embouchures. Then we sit back down and I have the student
close his/her eyes, listen to me, and imitate my sound. Then I ask the student
if he/she heard any difference in their own playing. If their sound improved,
I ask the student what he/she exactly did to accomplish that sound. This has
worked marvelously.

Just today I was teaching correct posture. The student knew what was correct
but didn't know why; hence she didn't sit up straight when she played. So I
did an 'experiment' with her. I held a note as long as I could, with correct
posture, and she timed it. Then I played the same way only slumped forward.
Then I played it only slumped backward. I asked her what she observed. Then I
asked her to explain why I couldn't hold the note as long as the first time
when slumped. She provided a detailed explanation on how the lungs worked.
I told her she was right on the mark, and now hopefully she will always have
good posture while playing; she did for the rest of this lesson at least.

I hope I didn't bore anyone with my anecdotes. The first posting I had sent
was done quickly before I had to leave for work.

It is interesting to see everyone's views on this subject.

:)
Susan