how much comment to give? and what kind?

[Bob]

When a student comes in each week and plays their piece, how much do you comment?  Or what kind of comments do you make? 

For example, if the student is just learning notes and rhythms, and that's the level they're at for working on a piece, I don't think it's the best idea to start talking about nuances and articulation. 

It can discourage the student if you're always talking about what they should be doing next, esp if that "next" is not something they're going to achieve soon. 

So the student comes in with their piece.  They've obviously worked on it to what you think is their capability, but they're not done with it of course.  It's clear that in another week, they will continue to work and continue to do more with the piece on their own.  What do you do during the lesson then with that piece?  I would like to talk about the next level, but I also think they should continue to do just what they are doing.  I'm worried about discouraging them by bringing things that are out of their grasp to their attention.

[abell88]

Sometimes I say something like, "Now I'm going to be really picky. That's a good thing, because it means you're doing really well so far." Then I talk about what they've done well, and only after that mention some things that need doing. It seems to help.

Alice

[m1469]

Well, of course it depends on the individual.  I relate to what you are talking about though.  In some cases I really don't want to say too much at all because I don't feel like me talking would provide anything productive to the situation at that time. 

However, if there is something that needs to be learned in that particular lesson, I find that in most cases the "right" or needed teachable moment presents itself. 

It seems to boil down to two different possibilities :

1.  They need more practice on their own
2.  They need my (a teacher's) help with something specific

Because I see my primary job as helping the student to become aware-- of what they are doing (what's working, what's not), what is the process necessary to achieve certain goals (short term, medium term and long term), what is needed to help further progress, etc-- I will be alert to use any circumstance as an opportunity for them to become more aware.  So if it is a matter of them simply needing more time with the piece, we will talk a little about what that means.  They learn about the process.

If I am not sure how much to say, or exactly which points will be the most helpful in those moments, I will firstly ask them how they feel and if they have any questions about the piece.  Sometimes they do, sometimes they don't.

With some students, they are not achieving something as well as they can because they are still learning the technique.  So I will focus on a specific spot and on a specific technique needed to achieve this section of the music.  Talking is not always needed for this kind of work.  And in most cases with this kind of work, it is about them learning how to discipline enough to break down the section even further than what they have been already.

Sometimes I will not say much at all and we will just simply move on to something else.

What I do depends on :
1.  Where I sense the individual to be emotionally, mentally, physically.
2.  What I feel is needed

In that order.  I try to be very sensitive to whether or not they can take a lesson on a certian point or not.  So ultimately, my reaction to their efforts depends largely on their state of being. 

With some, especially adults, it is simply a matter of being human.  So there can be personal and impersonal issues to deal with as well, to which I am willing to help with in whatever way I can.

m1469

[allthumbs]

Greetings

I would keep the comments to one or two points only and make them specific to one or two aspects of what tyou want them to acheive in regards to learning a piece of music. I agree with you that I would also keep the comments at the level that they are at and not confuse them with ideas that they are not ready to assimilate.

Of course many small steps taken in working on a piece is much less intimidating than a large leap presented to a student.

And of course it is better to say things like "That was good but how about trying it this way." than to always tell the student flat out that what they did was incorrect.

I think that your approach should work just fine.

Cheers