Role of a Teacher

[m1469]

Yeah, I know we have had topics named this way before.  But, I have been thinking and today something just came clearly to me -- and, since sometimes I am a big, giant, loud mouth, I am just writing this post because I have something to say, without even thinking I have a question (though perhaps I do have one that will arise somewhere in the development of this post  :-).

I think that as a teacher, I am somebody who does indeed pass along information.  I didn't even really used to think that was true until somewhat recently (many thanks  ).  But, there is "more" to it, too.

As musicians in our own right, we all understand music in our own unique way.  And, some of that can *never* be communicated to others, because it becomes very much our own language.  However, despite all of our own views and understandings of the subject, there is a lot of information that is the same.   What is tricky is helping somebody else understand this information in a way that will make sense to them, vs merely repeating to others what makes sense to you.

To me, this process is like being a translator of languages.  Somebody says something in one language, and it is up to me, as the translator, to take that information, make sense to myself with it, and then communicate and translate this information to another person in the language that they will understand it and in a way that the information will be useable.

I think that every individual has their own relationship with music (and this is something like a "language" between them as an individual and the music itself) -- even from the beginning.  My job is to gain insight into how music speaks to each of my students, and how life speaks to them, take information that I want to pass along to them, and translate into a language that the individual can understand and use.  This can be very tricky.

I wonder, how can I be better at this ? -- probably that is not a question for you (unless you feel you have an answer), but, I guess it's a question to myself.

I like the idea of being some kind of translator, but it seems to carry some pressure, so I wonder if that means it's a wrong concept ?

bye bye.

[pianistimo]

maybe keeping a diary on each student is helpful.  what they seem to respond to.  some teachers pick up quick on this and run with each individual student's strength.  some just criticize a student and want them to learn another way 'or else.'  i tend to think that you have to be very broadminded and incredibly patient with some students and much less so with others.  it's sort of a creative mind-bending thing - where you come to 'read' students like the checkout reads barcodes.    quickly and then figure how long to get from point A to B for this particular student.  not too quick for the slow students - and not too slow for the quick students.  and, perhaps not to take oneself too seriously.  i mean - you can take the world on your shoulders and only want to spit out performing artists - but for me - i just want to do a good job.  an excellent job, in fact, but not at the expense of homework and sports and whatever else they do.

[counterpoint]

I think, a piano teacher should be as concrete as possible. That means: no nebulos digressions on what the composer might have intended, but clear instructions: which note, which finger, how long, how to count the rhythm etc.  These are the things students really need to be told. Fantasies about the music may be talked about (short!), but they cannot (or should not imho) be taught.

[pianistimo]

analogies can be helpful, though, can't they?  i mean - once a teacher suggested an analogy of a kite in the wind (for a certain rubato section) and i understood what he meant about keeping the wind under it.

i heartily agree about sticking to the main points, though.  it is typically what most of a lesson is about, right?!  these peripheral things might be closer to the point of 'interpretation' once many lessons have been taken on just getting it up to speed.

sometimes these 'fantasies' of interpretation can be gained by a teacher bringing one's students to many varied art programs - whether rectials, art exhibits, or ballet.  great performances speak volumes about 'fantasies' and free moving works that defy explaination.

i have never seen a great painter exhibit a sort of passion that was hindered by fear of speaking openly and freely about what he/she was/is doing.  same with musicians.  so, i do not take this formal approach that students should never 'cross the line' in their music.  i think it should be encouraged.  you know - to take risks and do something they haven't done previously.  to experiment.  try different approaches.  whether that is thinking of something else or attempting something new in their life.  i don't know.  horseback riding.  diving.  wahtever.  the more things you do - the more things you bring to your music.

i do however think that it is inappropriate for a teacher to 'put ideas' into a students head too much.  i think it better to ask the student 'what does this make you feel?'  or 'what do you think the composer was thinking or intending here?'  just a curious question and one that only the student could answer at that point.  but, if they ask you back - 'what was happening in the composer's life at that point?' - it may well have had an impact on what they were writing and i would attempt to explain.  after all- they are writing notes much the same way as writers write words.

[pianistimo]

if i were to have this sci-fi laboratory (yes, i watched 'underdog') - i would not be shooting people with various drugs to see what they could do - but rather giving them more music to listen to.  i was under the impression one should not listen to too many other pianists - so that one's individual style may develop.  but, taken to extremes you can lose out on the idea that there is much music out there and many ways to interpret it.  and, that nobody is certainly 100% right - but they are 100 % interpreting it the way their brain comprehends the information and they are saying what they want to say with the music. 

listening with the score could bring out some ideas and points and actually mistakes that other performers might make - or new ideas that the student hasn't thought of.