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beginning lesson methods.

Author: ttay1122
Date: 2012-05-09 21:40

I have just been informed that I will be giving lessons to my first clarinet student.

I've been teaching piano for a few years now, and have a general idea of how a lesson for a beginning musician should go, but I have never really experienced a clarinet lesson as a beginner (I was self taught before I started clarinet lessons a few years ago, so I had the basic techniques down, therefore I never really went through beginning clarinet practice)

My student is about 12-13 and has taken band class for I assume 2-3 years now, and I've seen what kind of playing comes out of my local education system, Yikes!

So what would everybody suggest as for a method? What is the standard beginner method?

Also, what should I focus on first? Embouchure, Air, and whatnot?

Thank you for the help!

Taylor.

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Re: beginning lesson methods.

Author: kdk
Date: 2012-05-09 22:32

My advice, FWIW, is to spend at least a lesson or two basically listening to the student play. If he (she?) has been in a band class for 2 or 3 years, he isn't a total beginner. He has already established many habits of playing and, whether they're good or bad habits, he isn't the blank slate a total beginner would be.

He'll already be working on some kind of music, whether it's band music or a band method like Essential Elements 2000 or Belwin Band Builder or Standard of Excellence. Have him for a lesson or two play what he's playing from those materials at school. Listen to what his strengths and weaknesses are. That should be your best guide to what to tackle first. It will also give you a fair idea of his level of technical fluency and musical knowledge. Meanwhile, start him on two or three of the easier major scales (if he isn't already playing them at school). During the first lesson assign something specific for him to practice for the next lesson - could be the next page in whatever book he brings with him or specific items from among the ones he's already worked on at school if there's some specific improvement he can try to make.

By the middle of the second lesson you should have some idea of how to go on. At that point you can recommend material and begin to shape some basic playing techniques.

Be careful about tarring the local band program with too broad a brush. ("I've seen what kind of playing comes out of my local education system, Yikes!") This student may be better than you expect. It's important not to prejudice your first approach to him and his playing with preconceptions about the local school system's effectiveness. The reason a student moves on to private lessons is usually because he wants to go beyond the limits that are endemic to a public school system. Listen first, then decide with the student what he most needs.

Good luck,
Karl

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