I received a call from a parent to feedback to me that her son cried badly as he did not perform well at the concert last saturday. This child had strong pride and always felt he played very well. Through the concert, he was convinced that he need to put in more efforts in his practice.For this student the peers influence impacted him more than teacher and parent ( figure of authority ) .
For another grade 6 student, she has managed to play one grade 6 examinations piece better as a result of preparing the piece for the concert. Without the concert as a motivation factor, she would take longer time or even procrastinated till her examinations before the piece is polished.
Another gain of this concert is to allow students to be independent. They no longer are performing just for the teacher. They are playing for their peers and some parents. From afar, I could observe their responses to the audience, how they handle any mistake they make and how they manage by themselves.
Generally there were some who were calm , quite oblivious to the pressures some are having. There were those who felt so uncomfortable to the extent of not able to perform well. There were a handful who showed full confidence .
Overall the concert is a great learning experience for all.
Monday, June 27, 2011
Monday, June 20, 2011
Group sessions
4th - 7th days of the CT ABRSM is over. In this 2nd stretch of the course, I am reminded that I need to work on my music knowledge, teachnique of playing and work on the lesson plans for teaching.
2 weeks ago, the three groups of teaching I have done was a learning experience for me. For the 5-7years old and 8-11 years old, to get them to participate in the activities requires not much "Co-ercing" . It was tougher for the 12-15 years old, they were far too shy to response and interact with the peers.
That does not conclude that group lesson is not suitable for the 12-15 years old. They were still participarting and responding but sheepishly. They were observing intently at their peers through the session.
For the 5-7 years old, the Steps and Skips Game took almost 1 hour to complete. Though from half way through the game most were quite sure how to recognise a step and a skip, the game is taking up too much time. I have done some amendments to the game to ensure a player can reach the finishing point at a shorter time.
At the end of most of the sessions, an interview was taken on the video with students sharing their thoughts about the session.
My plans for the next 5 years is to invest in digital pianos and focus on group teaching .
2 weeks ago, the three groups of teaching I have done was a learning experience for me. For the 5-7years old and 8-11 years old, to get them to participate in the activities requires not much "Co-ercing" . It was tougher for the 12-15 years old, they were far too shy to response and interact with the peers.
That does not conclude that group lesson is not suitable for the 12-15 years old. They were still participarting and responding but sheepishly. They were observing intently at their peers through the session.
For the 5-7 years old, the Steps and Skips Game took almost 1 hour to complete. Though from half way through the game most were quite sure how to recognise a step and a skip, the game is taking up too much time. I have done some amendments to the game to ensure a player can reach the finishing point at a shorter time.
At the end of most of the sessions, an interview was taken on the video with students sharing their thoughts about the session.
My plans for the next 5 years is to invest in digital pianos and focus on group teaching .
Wednesday, June 8, 2011
Group Teaching - June 2011
Today's group lesson was great . Each time I teach a group, I gained confidence and insights.
Though working with only one upright piano and an electone, the group of 8 students learnt a great deal learrning Bizet's Toreador Song. I like the approach that student learn a new piece of music through listening. Today students were asked to listen out for the key, melodic patterns, dynamics, style etc of the piece.
As they tried to unscramble a cut up pieces of the music, they were motivated to read the music and hear it in their head in order to piece them in order. I love this part which it really works - the score was more than theoretical notes but they were able to hear the music in themselves.
Learning to play the piece could be more directive. Getting them to work out the piece was not too successful. The music could be study as a group in phrase and assign one to play just parts of it - probably all the interval 3rds , all rhythmic pattern one or melodic pattern 2 etc. The whole piece could have been well studied before they do their homework to play the piece before the next group lesson .
Well done. Keep going !
Though working with only one upright piano and an electone, the group of 8 students learnt a great deal learrning Bizet's Toreador Song. I like the approach that student learn a new piece of music through listening. Today students were asked to listen out for the key, melodic patterns, dynamics, style etc of the piece.
As they tried to unscramble a cut up pieces of the music, they were motivated to read the music and hear it in their head in order to piece them in order. I love this part which it really works - the score was more than theoretical notes but they were able to hear the music in themselves.
Learning to play the piece could be more directive. Getting them to work out the piece was not too successful. The music could be study as a group in phrase and assign one to play just parts of it - probably all the interval 3rds , all rhythmic pattern one or melodic pattern 2 etc. The whole piece could have been well studied before they do their homework to play the piece before the next group lesson .
Well done. Keep going !
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