Klarinet Archive - Posting 000932.txt from 2001/02
From: "Francis Norman" <francisjnorman@-----.com>
Subj: Re: [kl] counting
Date: Fri, 23 Feb 2001 19:00:34 -0500
There is a related condition to Dyslexia which is calles Dyscalculia and
this is the maths equivalent of Dyslexia. It is a terrible condition and,
in the same way as Dyslexia, can make life hell for a child.
The cause of the problem is not well understood but the best guess is that
there is some break in the essential connection between the auditory and the
visual aspects of the brain's perception of what it sees and hears.
Counting may be an important part of learning to play an instrument but
repetitive practice will not be the answer in this case. You will have to
think up another way. The first thing to establish is that your pupil can
mark the steady beat. If she can then you simply give her a word sequence
to repeat for each different type of long note.
Try something like this.
I am quite interested in these issues. I recently had one of my students
write a dissertation on the subject for some exam or other that she was
having a shot at.
Regards
>From: "Rien Stein" <rstein@-----.nl>
>Reply-To: klarinet@-----.org
>To: "klarinet" <klarinet@-----.org>
>Subject: [kl] counting
>Date: Thu, 22 Feb 2001 23:37:20 +0100
>
>One of my students never was able to learn the meaning of musical terms.
>After I told her some twenty times "acc" means accelerando, and what that
>means, her mother came to tell this girl suffers from dislexya (hope I
>spell
>it right).
>
>Now I found out she isn't able to "count in her head", as she calls it. To
>play a note one, two three, and even four beats she does simply by feeling
>how long to continue that note, but when a note takes longer, she makes a
>wild guess resulting in notes of considerably longer duration, but also of
>considerably shorter duration. During the last few weeks I have exhausted
>all kinds of trials to try to let her COUNT, but she finally burst into
>tears, and asked me to stop it, it had, she said, relationship with her
>being dislectic.
>
>When I studied psychology, ovr 20 years ago now, the phenomenon of dyslexya
>was still rather unknown, but when I heard about it I recognized it
>immediately in two of my pupils (at the time I was professionally a teacher
>of mathematics in the highest form of high school). From what I remember
>from my study of psychology and of these two pupils I'd say there is little
>relationship between the two problems sketched above, but it is not
>impossible there actually IS a relationship with some individuals. Now of
>course you will feel the two questions coming up:
>
>can someone tell me more about this possible relationship, and, more
>important,
>
>can someone give me a hint how to help her with this counting problem?
>
>TIA
>
>BTW, this is the same girl I asked about some time ago because she
>supposedly had a contusion in one of her upper front teeth. I went with her
>to her dentist and had him make a röntgen photograph of the tooth, he had
>never done so. Then the problem was solved: the tooth was broken. He is
>handling this problem now, and she is suffering a lot less from that tooth.
>She can attack notes again the usual way. She has a beautiful
>double-tongueing technique.
>
>Rien
>
>
>
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