Klarinet Archive - Posting 000876.txt from 2001/10

From: Virginia Anderson <assembly1@-----.com>
Subj: [kl] broadcast/students who develop an early repertoire
Date: Sun, 28 Oct 2001 09:03:44 -0500

on 27/10/01 9:15 pm, AnneLenoir@-----.net (Anne Lenoir) wrote:

> You notice that the ladies on the list don't get into heated
> arguments.

Guess I'm not a lady, then. It's quieter now that I have a filter on two of
the worst offenders (and I don't mean Tony Pay), and I suggest this course
of action for anyone else who wants a quiet life.

Cindy, I had the same problem with several students in the past. It's just
that they have achieved success with those pieces and relive that success by
returning to it. You can tell them this at the 5th grade level. Go back
through the hard work they did to get the pieces right. Explain to them the
difficulties involved in the next assignments, and show them the way ahead
as a personal challenge (such as mountain climbing). There is also the
carrot and the stick: explain that it's good to keep up a repertoire (for
instance, if Auntie May wants to hear the little darlings play), so that
after a good practice, they should run through their repertoire and keep the
technique current.

Promise that you will listen to the old music in, say, three or four
lessons, but not before. This will serve two purposes: chances are, they'll
become interested in the new work by then, but if they're like most
students, they'll have the repertoire pieces down so well they'll be rushed
and too fast (at which point you can give them instruction on playing within
the beat). I've only had one student not get unstuck in this way.

This is only my way of doing this and it works for me. It might not work
for anyone else, so other people, don't flame me.

Cheers,

Virginia
--
Virginia Anderson
Leicester, UK
<vanderson@-----.uk>
Experimental Music Catalogue: <http://www.experimentalmusic.co.uk>
...experimental music since 1969....

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