One of the things I love about teaching is hitting upon that perfect explanation, aural, visual or verbal, which offers immediate clarity. Sometimes the answer comes after much reflection and thought and sometimes it seems to hit, apparently, from nowhere.
This is what happened recently with an adult student. After a strong start to her piece she began scrambling, reacting to the notes on the score rather than working with control. I pointed out that to keep playing at her current speed would be to create musical baggage.
This was the first time I had used the term, but her comprehension was immediate simply because she already understood the common phrase, emotional baggage. The idea of musical baggage resonated with her and so has proven to be a simple but powerful aid to her practice.
Naturally, I developed the idea so it could benefit more than just one student.