Author: Meri
Date: 2001-04-19 21:55
My teacher likes having his students prepare the questions to ask before coming to a lesson. So I would come to my lesson with questions in two distinct categories, which are technique and pieces. If he knows he's taught me how to solve a particular problem with technique, then he'll ask me to attempt to recall it (which I think I usually do), and then have me demonstrate how to do it. If he hasn't taught the idea, or there is faulty recall, then he'll explain how to do it, demonstrate how to do it, and have me do it several times correctly until it's clear I know how to it. Sometimes he suggests certain exercises or books to establish good habits, but he leaves me free to choose what to use (or develop my own exercises on solving problems), which an example is that to work on tonguing, he suggested the Kell Staccato studies, but not specific ones, which I ended up choosing no. 3, plus any other material I deemed suitable for focussing on problems like that.
He likes to use his student's learning styles to his advantage; he knows that I am strongly a visual person, so if he can teach an idea using a mirror, it works very well with me. Other students do better with analogies, which don't work too well with me; I prefer directness.
Although I work very well with such an open, flexible teacher, I understand, may not work for everyone. I've used some of his approaches in teaching 10-12 year olds, which work very well, so that's a sign he's clearly doing a good job of teaching. I've noticed the major changes in my playing too, but that mostly comes from a strong work ethic.
Meri
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The Clarinet BBoard
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