Author: gwie
Date: 2017-08-18 22:13
> The issue of getting varied input is, IMO,
> not a particularly valid one until the student
> has reached a level of experience that lets
> him or her evaluate the input for its usefulness
Karl's got a great point there. The problem that I see locally is that folks hop around from teacher to teacher in the first few years of instruction, because they can't seem to commit to a single routine, or are unable to grasp that the factor in the student's progress is the consistent daily practice (which doesn't get done), and they believe that finding the right teacher will magically make things work.
This past year I had to unload two students/families who, for lack of a better term, "didn't get it."
By the time they reached me, they had gone through at least 3-4 teachers in the space of a single school year. Their playing fundamentals where a disaster, and they were trying to audition for things on repertoire way beyond their ability level. Their instruments were in terrible shape, and they appeared to not have any understanding of how to accurately place the reed on the mouthpiece. We spent months just getting the basics in gear, to have them produce a characteristic tone, get their posture out of the gutter, and learn how to properly articulate with the tongue .
Then, out of nowhere, they decided to go and apply for the top youth orchestra in the region, up against a bunch of my current and former students who played circles around them. They didn't make it of course, then abruptly quit, citing their "lack of progress."
I feel badly for these kids...I don't know how many times they're going to go around the block and fail before they learn that excellence requires commitment.
Post Edited (2017-08-18 22:15)
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The Clarinet BBoard
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