Re: Teachers and students -Method criticisms


"John Philip Dimick" <googlegroove@xxxxxxxxxxxxx> wrote in message
news:fa0924e4-dd2f-4d9b-bd38-01acf5c9e56e@xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx


Lare wrote:
The most common criticism that I hear about guitar methods (mine
included)
from instructors is that they "move too quickly." I've always been of
the
opinion that you should learn fewer pieces real well (all mechanics,
combinations thereof, style and phrasing) instead of lots of pieces
superficially. So texts like Pujol, even Carcassi, were OK in my studio.
If it takes 2 weeks to learn 16 measures well, so be it.

I understand that there needs to be "consolidation/reinforcement"
learning
as well as "new material" learning, and this is where a slower text can
help. But 15 years ago, when I used a text like Noad (which accelerates,
and then inexplicably stalls, IIRC), I end up skipping too many pages.
Of
course one needs to find the right balance with each student. I
occasionally need to compose a few custom, didactic pieces to reinforce
specific mechanics.

So, this is what I do in those critical first 6-8 weeks...

Currently, I begin students by spending the first 3 weeks only on the
right-hand. I used to spend more time here, but the quality of work by
the
student begins to drop off about then, and students begin to lose
interest
in what I was teaching (I'm only so charismatic, y'know). We were
learning
too many pieces in those later weeks superficially.

Now, in week four, I begin to incorporate the study of the left hand. I
spend between 2-4 weeks just on the third string notes after introducing
the
right-hand. I insist on continued high quality right hand work and
review
r-hand only pieces. I also introduce the 4th finger approach on the
third
string (Bb) to keep the left hand from pronating. It is at this point
that
the students habits are developing so I have extra reinforcement (I've
added
several pages of supplemental lessons at this point in the 2008 edition
of
my method).

Some of you spend much longer on the right hand alone (up to 3 months,
IIRC). Some of you begin with the left, like Mel Bay/Hal Leonard. Some
start with scales and arpeggios from the first day. Teachers, what are
your
thoughts about the pacing in the first 10 weeks or so? Students, what
helped you the most, and hurt the most in the long term?

Larry McDonald

As always, it depends on what you want to accomplish, which in turn
should depend at least a little on who you're working with. Who's the
student -- a bored retiree, a cute but learning-disabled cocktail
waitress from Hooters, or a sassy 7-year-old with ears like Mozart and
nails like John Williams?

What do you want to accomplish?

Here's a Google search for pedagogical mission statements:
http://tiny.cc/00y51

A quick glimpse of the results:

==========
As a music teacher, I strive to:. create a climate in which my
students can experience continuous musical, intellectual, ...

I believe that music plays an integral part of each student's
education as well as their own self expression. As a music
educator, ...

Music is like a thumb pressing against the pulse of the living; it
relates a simple truth ...

I use music as a doorway for each of their personal growth and ...

... method is based on an individual approach and a natural way of
learning technique. Step by step instruction is given for ...

... I truly believe that one size does not fit all. ...

... My goal for you as my student is to give you a solid
foundation ... that will serve you for the rest of your life ...
==========

What's yours?



My words below mostly apply to the students who have completed the first
eight weeks of rudiments. But, FWIW, here it is.

http://www.larrymcdonaldguitar.com/My_Homepage_Files/Download/TheMcDonaldApproach.pdf

I believe the first several weeks are going to be roughly the same for any
beginner, regardless of age. The mechanics are the mechanics. A functional
posture needs to be established, and dysfunctional tensions minimized.
There isn't a lot of wiggle room in the first 6-10 lessons, IMO. Physically
efficient motor skills don't vary much from student to student.

Now, if the student has prior experience, plays another instrument, has
disabilities, etc., then we need to be adaptive.

John, do you teach? How do you approach the first 8 weeks? Do you prefer
to do lots of material or spend more time on fewer pieces and polish?
Larry McDonald


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