Modern-day attitudes towards teaching (and learning) a musical instrument

[Rachel]

Hi there! I was amused by this little 'rant' by a guy called Alexander Chancellor in the Guardian (found a copy of it on-line below). I think it might resonate with a lot of instrumental teachers--it did with me. How to people out there deal with unrealistic expectations from parents and, indeed, students themselves? What tactics do people use to try and get instrumental music teaching onto a more psychologically sustainable footing? Some of my friends refuse to put their students through ABRSM and equivalent exam systems, but is that just another form of denial?

http://www.theage.com.au/world/little-geniuses-forced-to-face-harsh...

[David Urquhart-Jones]

Hello Rachel,

The article is, unfortunately, no no longer accessible on the link you have given. I have never consulted parents about repertoire (which will define the musical styles students will encounter), methodology or objectives. I tell parents that I provide tuition in all musical styles and in the art of improvisation ( which, until very recently, was omitted from most music curricula). I explain further that education is about providing learning experiences which will enable informed choices for future development.

You may like to have a listen to my 'Three and Easy' which is on the site. My experience as a wind player is confined to that king of wind instruments and one-person wind 4te, the bagpipes!

David

[MusBook.com]

Try this link:
http://www.guardian.co.uk/commentisfree/2008/nov/21/alexander-chanc...

- Justin @ MusBook Support

[Zubb]

I entirely agree with Alexander Chancellor that idle praise makes for idle children. But on the flip side, constructive praise is one of the most brilliant motivators of all.

When I teach, I never ever pass any 'negative judgements' (unless I know the student really well, and they look at me with a knowing guilty smile after playing something bad, and I just say 'yes, that was completely crap, wasn't it!). I constantly praise whenever something is done right the first few times (and then I take for granted that it has been remembered).

If things are wrong, I simply go on and on and on at the student, politely asking questions and forcing them to think. "Did you like that sound?" "Why not?" "What caused that?" "How can we change it?".

And you know what? You end up with brilliantly motivated people who can teach themselves, who believe they are capable of anything (within the reach of the time and resources they have available), and make astonishing achievements.

But the moment you allow them to think that a single ounce of that achievement came through their own talent, rather than hard work, unrealistic expectations and idleness may rear their ugly heads.

[Peter Tregear]

This just popped up in the Chronicle of Higher Education. Rather apposite to the broader themes of this discussion (and indeed this website) I thought.

Here's a taster....

"Now that the old teaching model of "sage on the stage" has finally given way to the more progressive "guide at the side," academe is ready for another paradigm shift. In my classes, I have adopted a philosophy that I call "peer at the rear." !!!!

[Louise]

Hmm…interesting. Two quotes –

‘You get more of the behaviour you reward. You don’t get what you hope for, ask for, wish for or beg for. You get what you reward.’ - Michael le Boeuf

‘If a child can’t learn the way we teach – maybe we should teach the way they learn.’ Ignacio Estrada

[David Urquhart-Jones]

Louise said:

Hmm…interesting. Two quotes –

‘You get more of the behaviour you reward. You don’t get what you hope for, ask for, wish for or beg for. You get what you reward.’ - Michael le Boeuf

‘If a child can’t learn the way we teach – maybe we should teach the way they learn.’ Ignacio Estrada

[David Urquhart-Jones]

What Excellent quotes, Louise. Here's another one:

'It doesn't matter what you teach a boy as long as he hates it.' Charles Kennedy Scott.' David

[Roger Williams]

Alas, the link seems to have expired. Do you still have a text version you could copy and paste and repost please? It sounds an interesting atricle.

[sam saunders]

I can`t seem to get onto this link..However, I do want to comment on the subject..

I used to have a huge teaching practice and have experienced most situations! I think one has to just do their best for any particular child/pupil. It`s about adapting. Try to listen to what will benefit the child and not to what the parents want and not what we as teachers want. If the parents are difficult, then use one`s skill to get them on side!!
I had extraordinarily talented pupils who learned every note on the instrument in one term, and children who were labelled (wrongly and wrongfully, in my view) educationally subnormal. The bright kids loved to do exams, I literally had to hold them back from getting into the exam room before their turn. The kids who would struggle to learn 3 fingerings on the instrument in one term I tried to use every bit of ingeniousness I could summon to make it fun and enjoyable and provide a happy experience of music.

Children who for other reasons seemed not to want to have lessons, I would find out the reason and if fixable ,I would change things, if not, then lessons would have to finish. The main facilitator is the teacher- pupil relationship.

I once had Prep School boys who had to learn the recorder with me -individual lessons and learning correctly I should add - who really didn`t want to learn. The reason for this was that they thought it a girlie thing to do! So, I got in an adult pupil of mine who happened to fly Herculese transport planes ,who gave them photos of himself playing the descant recorder sitting in and on the plane all around the world! That fixed that problem!!

It`s all about relationship, in my view. If you have to learn about cricket or football or movies , or whatever, then do it. And let them reciprocate, they love it...I learned to bowl pretty well thanks to some kind young pupils!!!!

Best to all,Sam