I’ve encountered this in my student teaching several times and I can tell you it is very frustrating. Even to the point where I take it personally. Through reflection I’ve tried to determine the causes of this run-on playing. Often times, instead of treating the causes of run-on playing we try to eliminate the symptoms, the playing itself. However, this doesn’t answer the question of “Why?”
I’ve come to realize that all to often in our daily encounters with students, we don’t step back and really think about why they do what they do, and say what they say. I believe the reason behind the run-on playing is that students are trying to tell us “I want to learn.” What I’m getting at is a fundamental issue in music education today: Performance Education vs. Music Education.
If you have access to the technology, I encourage you to video record yourself conducting and leading a rehearsal. Make sure to place the camera at the back of the room. This will give you a view from the students’ perspective. After school, watch the video (it might be painful to watch, but keep going). As you are watching, focus on one of several things:
1. Conducting – is it how you would like to be conducted to?
2. Speaking – How often are you speaking? Are you keeping your remarks positive and concise?
and (most importantly…)
3. Material – What are you teaching? Are you really? Or could you say that for any piece? Then answer Why am I teaching what I’m teaching?
This last question is one that I love asking of myself. Why? I believe that asking “Why?” can reveal meaningful information about ourselves, our students, and our rehearsals.
My next post will be on the topic of Music Education Standards in a Performance-Based Music Education system. Stay tuned…
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