fun and motivation in theory

[ludwig]

I think there are two kinds of boredom when learning theory, or anything musicology.... one is that the kids get bored because they find the work too easy, not challenging enough so they are turned off by it, the other case is when something is a little too difficult f or them and they switch off...

I have a student who's learning theory from me and he is a very clever boy. He loves maths but hates english lessons or anything to do with writing, literature, memorising etc...basically words, so obviously he has trouble concerntrating in theory lessons. I know the work is a little too difficult for him and he doesnt get the results he wants when we do some test papers for revision, just to get an idea what he'll get in his theory exams.... The problem is he is pretty careless, have concentration problems and easily distracted...the other thing is if it was one-on-one individual lessons I can definetely make theory fun for him, concentrating on his weaknesses (key signatures, intervals, melody writing...) with games and puzzles.. I can make fun exercises up no problems, however, I am teaching group theory lessons (2 to 4 kids at the same time) so I can not distribute my time so flexibly because I need to give equal attention to all the kids' work and interests. I am after some ideas on how to make theory fun for him as well as not bore the other students in the group (because they are finding the work not so difficult)....To make matters worse, their parents still want their "group" lessons for healthy competition, friends etc so I can't really seperate them.

[Bob]

Use the same concept for all, but give two levels of assignments -- easy and hard.  You could give everyone the "easy" sheet and then those who want to can work on the "hard" sheet.  That might help to not make him feel bad.  It's probably still obvious that he's not at the level of the students, but it sounds like the situation is stuck that way.

Then you have to keep moving through things whether everyone masters it or not, otherwise the upper end of the group will get bored.

Present concepts, give them all something they can do, and give the achieving ones more and more difficult stuff.

[ptmidwest]

This is such a good idea! 

(Who is Bob?)

[Bob]

Bob is someone who works with students of many abilities all at once and has tried to figure this situation out.

In that situation, you can't please everyone.  There are some "casaulties" on the high and low ends of the group.

Another element to throw in -- review.  Go back through the concepts you've ploughed through and review things.  You pick up more of the group that didn't quite get it the first time around. 

If possible, give those on the lower and upper ends of the group a little time by themselves to focus on their individual group needs -- More review for the lower ones, more challenge for the upper ones.

[ptmidwest]

Thank you, Bob, for both posts.

This is truly an excellent approach.

[ludwig]

I have thought about streaming the assignments and providing levels of difficulty....I just don't get much time to explain what they have to do for both groups, they get distracted easily with each other's works, and especially when they have tonnes of questions to ask, just so hard to give different work in in the same class time I agree their levels of work and exercises should be differentiated though... I'll just have to find a way. And I absolutely agree with revision, kids don't do it enough, and I think when I am revising, maybe I should gradually make the easier assignments more difficult once they've gotten the concept, so the kids will be up to the same level sooner.....Thanks Bob...
ps, I'm' not sure if ur PM's working??

[lostinidlewonder]

When I have done group lessons I have always made sure that the level that the students I am teaching are at a similar level. It is ridiculous to mix kindergarden children with highschool kids in normal schools, so too when you teach group music lessons you have to obey a similar principle.

If your hands are tied up and you must teach different levels at the same time then you have to PREPARE your lessons before hand. A good teacher knows what the students needs before they even sit down with you. You know their weaknesses and strengths so you have to prepare their lesson beforehand. Ask yourself if they do not understand this what is another way to explain it, at least have a few ways of explaining the same idea. I have many students with different levels of "new ideas absorbtion", so I explain new ideas over and over again but in different ways. Then I'll get them to explain it back to me, or correct me if I try it myself and do a mistake.

You have to, when attending the less advanced student, set work for your more advanced students so that they are working away at something while you are busy. You have to be able to juggle through each student, you have to know how to leave an idea with the student and move away from them, let them digest it while you attend to the other student. It is tough to manage, but you simply cannot create a lesson which will be interesting and informative for both advanced and beginner and do it with one breath and one worksheet, its impossible.

[Bob]

If they have tons of questions, you can't possibly answer them all.  Maybe they need a book they can work through themselves?