 The Clarinet BBoard
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Author: Philip Caron
Date: 2020-10-10 00:04
The bit toward the end referring to finer granularity seems obvious rather than revolutionary, but I wouldn't know. There's also a thing that the article refers to as context but which I think of as differing levels. In teaching one accepts that it's impossible to convey all the data and relationships and differentiation in language, because a) time is limited, b) language and one's skill with it are both limited, and c) even the best teachers don't have it all mapped and expressed even to themselves - they're still learning too. Or forgetting. I think one has to navigate the structure between specifics and generalities, including demonstrations, and then let the learner use that (and other inputs) to build their own maps and reflected skills. One might also keep the learner aware that they're doing that, it being the one indispensable part.
Thanks for pointing out an interesting article.
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