Re: Teachers and students -Method criticisms
- From: ktaylor <childbloom@xxxxxxx>
- Date: Tue, 1 Jan 2008 10:38:23 -0800 (PST)
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
Since we all know that learning the classical guitar is one of the
most complicated instruments, successful teachers understand much as
it pertains to learning in general.
I know many of you have children and your kids have had to learn to
walk and talk without proper coaching. No doubt their communication
and ambulatory abilities are not what they could be.
Well, as a guitar teacher who has taught children for nearly 30 years,
in order to make the learning more efficient, these are some
guidelines as to how to teach your children to walk and talk - the
right way:
WALKING:
1) Make sure their legs are secure and the shoes, and pants and/or
diapers are of the highest quality right from the beginning (otherwise
the child may not develop maximum sensitivity to gravity and balance).
Prior to that first step, begin by having the toddler visualize
walking correctly. Do this for every step;
2) Somehow communicate how to bend their legs at the knee in the
correct relationship between flexion and extension. If they don't seem
to understand, use natural models to illustrate, such as scratching,
bending the arms or walking;
3) DO NOT ALLOW THEM TO PRACTICE INCORRECTLY BECAUSE IT ESTABLISHES
INEFFICIENT AND PERMANENT SYNAPSES IN THE BRAIN THAT HAVE TO BE
RELEARNED. How many countless ambulatory careers have been ruined by
incorrect learning at this stage?;
4) If a toddler is using his legs in an obviously inefficient manner,
causing him to fall, encourage the child to go back to the beginning
of the process and gradually use the limbs in a slow, "aim directed"
manner. This will decrease error. AVOID ERROR AT ALL COST;
TALKING:
1) Before a child pronounces a word, make sure he or she knows how to
shape the mouth and tongue prior to the attempt (see #1 above).
2) Upon the mispronunciation of a consonant, such as "th" for "s," sit
with the child and make the child pronounce the consonant very slowly.
After all, if you cannot speak correctly slow, how can you ever speak
correctly quickly?
3) If incorrect syllables are used in a word, or a word is used in the
wrong context, it is obvious the child is trying to say something
beyond his technical ability. Limit the child to using simpler words
until his skill develops. Gradually introduce more advanced
pronunciation and vocabulary;
4) Make a log of your child's faulty words such as "wa-wa" for
"water." Log the attempts per unit time. Routine practice sessions
will be needed.
If encountering an older child (such as a step child or adopted child)
who has already learned to walk or talk in an inefficient manner it is
obvious he or she had a faulty teacher. Encourage the child to start
from the beginning. If walking remediation is necessary, begin the
crawling process again - this time with proper technique. If faulty
speaking is the issue, proceed by only allowing the child to speak
correct monosyllables. Proceed to polysyllabic speaking only after
mastery of monosyllables.
Most teachers today recognize the wisdom of this method. That is why
the ability of children to walk a talk is head and shoulders above
what it was, say, 30 years ago.
I have gained much from this newsgroup. This is my way of saying,
"Thanks, and Happy New Year".
Kevin Taylor
.
- Follow-Ups:
- Prev by Date: Re: 1992 no.158 M.Thames Guitar for Sale
- Next by Date: Re: how to sell a classical guitar
- Previous by thread: Re: Teachers and students -Method criticisms
- Next by thread: Re: Teachers and students -Method criticisms
- Index(es):
Relevant Pages
|
