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How would you make progress with this challenging student? Let’s call her Ruby. She appears to have no natural rhythm at all and doesn’t register much difference between crotchets, quavers and semiquavers, but hopes that a clomping foot tap will keep her on track. Never mind that the foot slows when passages look black. Intonation is a blur. Aural, harmony and theory? Blank looks. What would you do with Ruby? Pass her to another teacher? Suggest ballet instead? Not so hasty. She may have hidden depths – or blocks. She is a slow developer.I know. I was like that. My…
“Hi, I’m your new Professor! Tell me all about yourself!” This is surely a daunting moment for a student (especially at Conservatoire level); he or she may well be living away from home for the very first time and struggling on the leading edge of adult life. The realization may have arrived that turning to fiddle and bow as one’s main avenue of expression and progress coincides with a change in learning. Now it is mainly the student who invests the effort to work and learn rather than receiving instruction from his teachers. This leads me to my main point….
Welcome to a new, exciting year. AUSTA WA would like to do more to help string teachers this year by introducing a mentor program for new teachers. We know that being a beginning teacher can feel very isolating, and it is hard to know where to get the answers you need. However, we have a wealth of experience and wisdom amongst our AUSTA members. If you are an experienced teacher willing to share your knowledge, you could help make a young teacher’s journey just that bit easier. The New Teacher Mentor Program will involve pairing up experienced string teachers with less experienced…
