The Musician’s Tool Bag

Guest Post by Roberta Wolff

In my previous post, which you can read here, I considered the importance of reflecting, both in teaching and learning. As such, it was a thoughtful and ‘serious’ article. However, that is not necessarily the best way to approach teaching reflection to our students. Nothing engages the student and gets the message across like a bit of creativity and fun.

This article, therefore, is focused on incorporating reflection as part of the lesson and practice process.

The trouble with reflection is that it often seems long-winded. All the amazing advice along the lines of think 10 times play once is actually very hard to carry out. Whereas, it is very easy to get locked into a cycle of thinking with your fingers – at least then it sounds like something is happening!

In teaching students to incorporate reflection, unconscious learning with the support of tools to interrupt the spell of trial and error practice is immensely productive and enjoyable.

The Musician’s tool bag, The Box and the Language of Reflection are all ways to unconsciously build in reflection time.

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Musical Afterthoughts

That, Not That, And Other Musical Afterthoughts…

Guest post by Roberta Wolff

Teaching offers ongoing opportunities to reflect and learn. For me this is one of its great attractions.

We learn how to present what we teach in easy-to-recall, bitesize chunks. We learn about our students and ourselves, and we learn about learning. As well as enjoying watching my students develop their skills, teaching has made me a better musician.

The key to maintaining our learning lies in reflection.

In this day and age, with “information overload” and countless media vying for our attention, it is easy to forget that we often learn more by looking inward.

Instead, we are distracted by a near-constant stream of external input, and as a result it is becoming easier to overlook the importance of reflection in the learning processes of ourselves and our students.

This results in the development of reactive tendencies rather than considered responses. It also inhibits progress and self-knowledge.

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How much musical baggage do you carry?

Guest Post by Roberta Wolff

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.

Continue reading How much musical baggage do you carry?

Developing Performance Skills

Guest author – Roberta Wolff

Success Criteria to Develop and Enhance Students’ Performing Skills.

The season of exams, festivals and Spring Concerts is approaching so today I am sharing a simple but powerful approach to help students take their piece from practice room to stage.

The tools we will use are success criteria which leave almost no room for ‘failure’, and which develop confidence, and a sense of control and awareness as students practise the art of performance.

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Initiating Practice

Guest Post by Roberta Wolff

Download FREE Resources to motivate students to initiate their own practice sessions…

Here we are at the start of a New Year!  There is a general sense of buzz and purpose as we all set about getting back into our usual routines and perhaps starting new ones…

This post is about helping our students harness this enthusiasm and turn it into regular and habitual practising time which is entirely self-initiated! Parents will love this and will also benefit from this article.

The free resources below will help you start a studio wide practice challenge. To Download and save, simply click on these links:

  1. Initiating Practice – student chart
  2. Initiating Practice: Teacher chart (master-sheet)

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My Practice Palette

Author of several great resources, Roberta Wolff here discusses the value of teaching students How to Practice, and introduces her latest publication ”My Practice Palette

Guest post by Roberta Wolff

Question:  “Why should my child learn the piano?”
Answer:  “Because it will give them the opportunity to learn how to practice!”

What Our Students Learn

This is what students learn when we teach them How to Practise:

Continue reading My Practice Palette