 The Clarinet BBoard
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Author: blewis
Date: 2006-01-23 03:52
I'm with nickma,
I'm not a musician and this is just my thought, so of course, take this or leave it.
I teach very young children to read and the best learners basically love stories. They are "intrinsically" motivated because they want to experience the thrill of being taken to another place so to speak, by reading. They play with the stories, do plays about them, add their own characters..etc.
They associate reading with enjoyment and pleasure, friendship etc. So they push themselves to learn to read beyond their current ability. They want to read on their own.
Find out what the student likes, loves etc. and try to pick pieces with those things in mind. Particular style? Particular artist? and let him be drawn by that. If he needs to practice to get a desired piece down chances are he will. Does the history of a particular piece interest him? Life of the composer or artist? (This probably sounds obvious but I thought I'd comment.)
My music teaching is limited to preschoolers so I very well may not know what I'm talking about but it's what they love that gets them jumping, dancing, squealing..lol... I can't "make" them do that. And in their play they can do some impressive things.
Not that we can all just "play" into the mastery of something but you get the idea. If he can be drawn to a piece then his work (practice) will follow.
Also, finding pieces just beyond his reach..just a little further than what he's done will help him to push a little to get to the new goal. I would just keep giving him little by little more challenging things to accomplish. I'm stating the obvious now.
Sorry to go on and on.
jmho,
blewis
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Meri |
2006-01-20 17:58 |
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Tom W |
2006-01-20 19:06 |
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Tony Pay |
2006-01-20 19:26 |
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Gandalfe |
2006-01-20 20:08 |
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larryb |
2006-01-20 20:21 |
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archer1960 |
2006-01-20 20:30 |
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tictactux |
2006-01-20 20:55 |
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David Spiegelthal |
2006-01-20 20:56 |
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Clari9801SC |
2006-01-20 22:39 |
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Katrina |
2006-01-20 23:20 |
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Mark Charette |
2006-01-20 23:27 |
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Tony Beck |
2006-01-21 01:19 |
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mk |
2007-02-17 21:31 |
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bcl1dso |
2006-01-21 02:17 |
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nickma |
2006-01-21 10:29 |
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Katrina |
2006-01-21 14:55 |
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Clari9801SC |
2006-01-21 16:06 |
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Meri |
2006-01-21 16:47 |
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Meri |
2006-02-10 00:20 |
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joeyscl |
2007-02-17 03:45 |
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JGR Clarinet |
2006-01-22 21:52 |
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BlockEyeDan |
2006-01-22 23:22 |
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Re: Student makes progress in lessons, hardly ever practices |
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blewis |
2006-01-23 03:52 |
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ned |
2006-01-23 04:03 |
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elmo lewis |
2006-01-23 19:12 |
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Lelia Loban |
2006-02-10 12:15 |
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Bob Phillips |
2007-02-17 16:12 |
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Sarah Elbaz |
2007-02-17 20:03 |
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bawa |
2007-02-18 18:11 |
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Lelia Loban |
2007-02-19 12:35 |
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Sarah Elbaz |
2007-02-19 14:37 |
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Mark Charette |
2007-02-19 14:56 |
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Sarah Elbaz |
2007-02-20 07:40 |
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Mark Charette |
2007-02-20 11:19 |
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Sarah Elbaz |
2007-02-20 15:18 |
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Mark Charette |
2007-02-20 15:43 |
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Gordon (NZ) |
2007-02-20 20:36 |
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bawa |
2007-02-21 16:45 |
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Sarah Elbaz |
2007-02-21 17:35 |
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Meri |
2007-02-26 18:47 |
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The Clarinet Pages
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