If you were going to sclice and dice your professional self, what would the parts be that added up to your sum?
ME?
Coach, facilitator, musician, parent, and agent provocateur.
The trap that many teachers fall into is that when they teach, they talk too much.
Conductors and directors can be this way, too. I've been involved in professional productions where the director wants to explain to the ensemble exactly what he's going for in a three second bar of music. Weirdly, that director will waste ten minutes talking, often trying to hear his voice validate his thought process and not really making thee ensemble sound different.
Me, being my indelicate self, will often say, “Can we just play or can we loop it a half-dozen times so we get what you're going after?”
Elementary music class should be about making music, not primarily talking about music.
I go by the old 80/20 rule. 80% music, 20% or less talking.
The most talking I do during the school year is during The Golden hour, namely the first class of the year, and a portion of the last class of the year where I recap and praise the kids on their treatment previous.
When you’re teaching, you come across like . . . well . . . a teacher. And the kids are sub-servient.
When you facilitate, you’ve got the mindset of a musician working with other musicians. Yes, they might not be as accomplished in some technical areas as you but your mindset emphasizes that we are ALL musicians on this road. It’s just that some of us are further down the road than others and that were here to help and lead the way.
In loco parentis? Yada yada. More at a later date.
Coach? Yes, you can do better and I am here to remind you and give you the precise techniques to achieve that goal you have but are afraid to give voice to.
Agent provocateur? Yeah, I’ll stir that pot . . . and make you aware of the ying and yang of music.And somewhere down the road , we WILL jam.
Now lets make MUSIC!
YOU?
ME?
Coach, facilitator, musician, parent, and agent provocateur.
The trap that many teachers fall into is that when they teach, they talk too much.
Conductors and directors can be this way, too. I've been involved in professional productions where the director wants to explain to the ensemble exactly what he's going for in a three second bar of music. Weirdly, that director will waste ten minutes talking, often trying to hear his voice validate his thought process and not really making thee ensemble sound different.
Me, being my indelicate self, will often say, “Can we just play or can we loop it a half-dozen times so we get what you're going after?”
Elementary music class should be about making music, not primarily talking about music.
I go by the old 80/20 rule. 80% music, 20% or less talking.
The most talking I do during the school year is during The Golden hour, namely the first class of the year, and a portion of the last class of the year where I recap and praise the kids on their treatment previous.
When you’re teaching, you come across like . . . well . . . a teacher. And the kids are sub-servient.
When you facilitate, you’ve got the mindset of a musician working with other musicians. Yes, they might not be as accomplished in some technical areas as you but your mindset emphasizes that we are ALL musicians on this road. It’s just that some of us are further down the road than others and that were here to help and lead the way.
In loco parentis? Yada yada. More at a later date.
Coach? Yes, you can do better and I am here to remind you and give you the precise techniques to achieve that goal you have but are afraid to give voice to.
Agent provocateur? Yeah, I’ll stir that pot . . . and make you aware of the ying and yang of music.And somewhere down the road , we WILL jam.
Now lets make MUSIC!
YOU?
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