Frequently teaching assumes that teachers and students are engaged in a process of construction: plans are realised step by step as in the construction of a house. We refer to
Frequently teaching assumes that teachers and students are engaged in a process of construction: plans are realised step by step as in the construction of a house. We refer to this construction and the skills as “technique”. In this seminar I will argue that such a view is highly problematic and may be responsible for dead ends in our work with students. If we remember that musical performance and interpretation is a doing and not a making (no product is enduringly made), the entire approach to teaching and learning is transformed. We no longer teach a pre-existing technique but assist the student to clarify ideas and intuitions and assist them in finding the movements that create the sounding performance. Technique is no longer a basket of functional skills but the ability to use a genuine and original voice. As an original and organic process, musical performance needs to be learnt through freedom of thought. Naturally freedom of thought requires structures. It is here where so-called technical work becomes important and conditionally relevant. A teaching demonstrating with a student will show how this thinking applies at all levels of our methodology.
(Wednesday) 6:00 PM - 8:00 PM
Sydney Conservatorium of Music Seminar Room 2174
1 Conservatorium Rd, Sydney NSW 2000