When a new student starts with me, and they display a bit of natural ability, I get excited. I think, this is going to be fun. It will be really easy to teach them. And sometimes that is true. But sometimes I get a student who is naturally talented and lazy. And they never seem to really progress. Or their progress takes way...
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December in the studio can be a stressful time for your students. They are likely busy at home, and some may have end of the semester commitments such as choir/drama performances or school finals. With so much going on, this can be a nice time to take it a bit easier on your students and boost their morale by having some holiday fun. Here are a few suggestions for planning holiday parties/activities at the studio:
The purpose of a masterclass is to give students an opportunity to perform for and be critiqued by an esteemed artist. Performing for a master teacher is considered an honor and an educational opportunity. Observing a masterclass is a rare opportunity to see a great artist at work.
History
The idea of a masterclass was first developed by Franz Liszt in the 19th century. Liszt was one of the most revered and sought after teachers of his generation. He is said to have more than 400 students; many of whom were famous such as Carl Tausig, Hans von Bülow and Emil von Sauer. At these early masterclasses, pianists as well as composers, violinists, cellists, singers, and even painters and poets would gather in Liszt’s home in Weimar to experience his teaching. A rather intimidating experience, it is said that students would enter the music room first and place their scores on the piano. Upon Liszt’s entrance, students would stand respectfully while Liszt went to the piano, leafed through the scores and chose the music to be performed.
“Give a person a fish, and he/she will eat for a day. Teach a person to fish and he/she will be satisfied for a lifetime.”
In my last blog, Igniting the Spark, I wrote about my goals for the year – empowering students to take responsibility for their own learning. Since then, I have experienced an amazing paradigm shift and as a result, am truly enjoying my teaching. I have always enjoyed teaching, but am easily frustrated when students arrive at lessons unprepared or “check out” in the lesson! The shift this year has been a conscious effort to give students the tools for independent learning, talking less and demonstrating more, and holding them accountable for each week’s assignments. I am feeling much more relaxed and students are working a lot harder, with less stress on my part. I have focused on three main areas: