Klarinet Archive - Posting 000061.txt from 2001/01

From: "Michel Chee" <michel_chicago@-----.com>
Subj: Re: [kl] Community bands and clarinets
Date: Tue, 2 Jan 2001 18:39:32 -0500

I like your philosophy. It is very different than how I was taught. I'll
have to give it some thought and see if I can make it work. Thanks.

>From: CmdrHerel@-----.com
>Reply-To: klarinet@-----.org
>To: klarinet@-----.org
>Subject: Re: [kl] Community bands and clarinets
>Date: Tue, 2 Jan 2001 12:02:42 EST
>
>In a message dated 1/2/01 11:10:26 AM Eastern Standard Time,
>michel_chicago@-----.com writes:
>
><< OK, enough ranting. How do you keep a child's
> interest. Is technique really that important? (i.e. scales etc). I'd
> really like to develop their ear and their appreciation of music. Any
> suggestions? >>
>
>Kids are smart. My "technique" for keeping their interest is to be just as
>smart. That is, I pay very careful attention to the pace they learn at,
>and
>constantly walk the fine line between giving them too much work, to boring
>them with too little.
>
>Technique? Well why in the world would you seperate "technique" from
>"music"? I don't - it's all the same. Music IS scales. Mary had a little
>lamb is part of a scale. The Mozart Concerto uses a lotta scales...
>Joking
>aside, I find that if I lump scales and songs into one big "game of music"
>for the little guys, they end up liking it all. For older kids already
>ruined by somebody else, I spell it out very explicitly what scales and
>chords really are and show them lots and lots of examples of how songs are
>nothing more than patterns of scales and chords. Soon they see how working
>on the latter makes the former so much easier. Kids are smart.
>
>Walk the tightrope of balancing songs and scales, things they like and
>things
>they don't like. Explain everything.
>
>Teri Herel
>
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