Author: kdk ★2017
Date: 2015-09-02 21:04
BartHx wrote:
> We recently had a performance major
> teaching (one year only) in a local high school. While he is a
> great player, he did not make a very good teacher. He could
> recognize when something was being played incorrectly, but he
> did not have the knowledge or experience to identify what it
> was or what section the problem was in. As a result, when
> something sounded wrong, he would just have them play it over
> and over in the hope that the problem would correct itself.
Unfortunately, as a music administrator for my last 10 years before my retirement, I saw too much of this even among the music teachers with education certification and Mus. Ed. degrees. I think the only way to ensure against this is to audition prospective teacher applicants' diagnostic/prescriptive skills in as nearly realistic a setting as possible. Too many performers, especially young ones, have relied on their teachers' support as diagnosticians and haven't learned to listen, either to themselves or others.
Playing over and over (especially for extended time periods) is exactly the wrongheaded kind of process I was warning against in the "help in practice schedule" thread. Unfortunately, in too many cases, a B.Mus.Ed. degree doesn't signify any greater skill than anything else in this regard. It's a skill that must be learned. For the sake of one's prospective students, it's better learned at least rudimentally before a teacher faces his first ensemble, but it can be learned from experience if the teacher is open to it and not so sure of himself that he doesn't see the problem.
Karl
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The Clarinet BBoard
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