Klarinet Archive - Posting 000187.txt from 1998/09

From: "Robert D. Shaw" <theshaws@-----.net>
Subj: Re: [kl] Teaching Lessons
Date: Sun, 6 Sep 1998 10:29:06 -0400

Stacy,
I would agree very strongly with Karl on the matter of teaching with
compassion and respect for your students. Always remember where you were at
their age and try to put yourself in their place.
I remember a couple of summers ago sending one of my students off to band
camp. She made second chair, first band(out of eight bands!) as a sophomore.
She decided to take a couple of lessons during the week from the clarinet
instructor there who had a high reputation as a fine clarinetist. The day after
her first lesson she called me in tears feeling frustrated and like a failure.
It took several weeks for her to get her confidence back after that experience.
Thank God she did great and made all-state a few months later.
My point is, one lesson from hell can really mess a student up. Teach,
always knowing that the reason that your students are there is that they love
music, the clarinet, and you have the tools to make them successful!
Good Luck,
Deborah

Karl Krelove wrote:

> Stacy Stone wrote:
> >
> >Tuesday I am scheduled to begin teaching clarinet lessons. This is my
> >first time to teach privately. Any suggestions on what I should do for
> >their first lesson? Thanks for your thoughts!
> >
> Stacy, it seems like a no-brainer and something that should "go without
> saying." Except I've had some very trying experiences recently concerning my
> own children that make me realize that maybe it needs to be repeated once in
> awhile. CARE ABOUT THE STUDENT AT LEAST as much as you care about how he/she
> plays or progresses. Always remember (I hope I'm preaching to the choir
> among all of you on the list, but here at home I'm no longer sure) you're
> teaching a person, not an instrument. The student has come to you to teach
> him something he wants (we must hope) to learn. Whatever approach you use,
> you and the student need ultimately to be on the same side, not adversaries
> in some sort of battle or power contest (forgive me if I sound a little
> negative - I'll get over it and so will my kids, but lots of others will
> unfortunately follow in their footsteps).
>
> As for the first lesson, if the student is a total beginner, you have little
> choice but to start with the basics of assembling the instrument, forming an
> embouchure that is fundamentally correct (though it won't look like yours),
> and producing a basic sound. If the student is not a beginner, spend most of
> the first lesson listening to what he/she can already do. Poke around with
> material of your own to see if you can pinpoint better where the most
> important issues are and which refinements can wait. By the next lesson you
> should be ready to start working on the most glaring need while you maintain
> his/her interest and positive attitude. Don't try to do too much at once.
>
> Good luck.
>
> Karl Krelove
>
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