Opinion
Spend a minute now thinking why you are teaching music. No, really! Stop reading and have a think! I’d love to know your answer – but I’m not going to try to second-guess. There are many reasons why people teach music, and they are (mostly) good reasons. Instead, I’
Music Education
Pupils always find it perplexing that their teachers should ever need to do any actual practise. ‘You’re a professional– you don’t need to practise!’ And we may think, ‘I’ve taught that piece a hundred times – I don’t need to practise it.’ If you do play professionally
Music Education
I’ve just finished reading Battle Hymn of the Tiger Mother, the marvellously candid account of a mother and her two musical daughters. It’s really about what drives us, why we do things and constitutes a fascinating insight into the pursuit of musical excellence. But at what cost? I
Music Education
The audience waits excitedly: some are masterclass veterans and some are new to the experience; some have copies of the music on their laps, some have the music in their heads. There are teachers, parents and other young players; there is an atmosphere of hushed reverence and expectation. The young
It’s great when students get things. That happy moment when the penny drops, the eyes light up and we become enveloped in that warm glow of satisfaction knowing that our teaching has been successful. But then, oh dear. Our students return the following week and that new fingering or
Music Education
Now there’s a question to ponder… Most pupils equate slow with boring. But if we can help those pupils to enjoy a bit more active engagement with their practice, we can begin to change this age-old attitude. For many, practice is done with the brain remaining in a fairly
