|
|
| |
|
For the Record |
| ISSUE 11 ::
Monday September, 04 2006 |
PAST ISSUES |
 |
From the
President's Desk
Notes from the teacher's desk
Millie Eben, President
Notes from the teacher's desk….
Have you every paused to consider how many
times in a day we, as teachers, reinvent
ourselves? Each time the studio door opens,
we are presented with a new challenge in
that smiling, young face full of hope,
enthusiasm, expectation and energy. We
compose, improvise, extemporize, invent,
concoct; we dance, sing -- do whatever is
necessary to affect and inspire the young
mind that just walked into our lives.
I think this is why I enjoy teaching so much
-- every minute is an adventure. Our young
charges are so unpredictable that I can't
rely on what I learned about them yesterday,
as they're already off exploring a new
universe the second they leave the bench!
However, even I will admit that it is
becoming more of a challenge to teach
today's students, as many of today's kids
seem to be ‘wired' differently than kids
from even a decade ago. They can be
unfocused, fidgety, uncomfortable with
silence; they lack patience, require instant
gratification, don't take critiques well.
Many have been labeled ADD, or ADHD...but
are they really?
In the book "Right-Brained Children in a
Left-Brained World" by Jeffrey Freed and
Laurie Parsons, the authors offer this
explanation:
"If you want the short course on why
children think differently today, sit down
with your child and spend a few minutes
watching Sesame Street or MTV. See how you
respond to the dizzyingly rapid-fire images
on Super Bowl commercials. Watch how your
child sits, transfixed, processing an almost
impossible amount of visual information. If
that weren't enough, technology has brought
us even more ADD-like options for TV
viewing: picture-within-a-picture and split
frame features, and the omnipresent remote
control. In the words of Drs. Hallowell and
Ratey, in Driven to Distraction, ‘Remote
control switch in hand, we switch from
station to station taking in dozens of
programs at once, catching a line here, an
image there, getting the gist of the show in
a millisecond, getting bored with it in a
full second, blipping on to the next show,
the next bit of stimulation, the next quick
pick...' This visual chaos can't help but
change the way we think."
Teaching one-on-one as many of us do allows
us the luxury of identifying and dealing
with our students' learning issues more
directly than our classroom counterparts.
What our public school music teachers
achieve in the current educational climate
is miraculous by any standard. For all of
us, it is an extraordinary and humbling
responsibility—and a privilege—to help a
child reach his full potential as a musician
and as a human being.
♪ ♫ ♪ ♫ ♪ ♫ ♪
As independent teachers, we have the unique
opportunity of being the only music teacher
a child sees from ages four or five through
young adulthood. A rather daunting
responsibility! The verdict remains out on
whether it really is a healthy relationship.
Personally, it became most apparent this
past year as I said goodbye to my three
seniors, one having studied with me for ten
years. I came to know Lauren's family so
well that Grandpa would give me a hug and
kiss at the close of our annual recitals. I
experienced her musical theatre triumphs,
passing her driver's test, selecting a
summer music camp, exploring college
options, meeting the boyfriend, preparing
for our senior recital. And finally this
summer -- after much resistance -- she
finally spent some time studying with
another teacher in preparation for her first
year at college. It was as hard for her to
let go as it was for me. But it was
important for her to do this....important to
experience a new approach, a different
technical focus, and for her own
self-confidence.
I have always encouraged my students to
study with other teachers when they reach a
level of musical self-sufficiency. Perhaps
it's because my own parents did the same for
me. I had no less than five teachers in my
childhood, all taking me to a new level and
in a new direction; all providing different
opportunities and experiences. At the time,
I didn't appreciate it, of course...I'd just
get comfortable one place and I'd be carted
off to a new teacher I'd have to break in!
I understand now, of course...each had his
or her own strengths and I think I managed
to absorb a little of everything. Dad made
sure I learned my theory, functional skills,
and could play by ear. He couldn't read a
note but was the first person to teach me
about the Circle of Fifths on the accordian...'purely
mathematical!,' he'd say. Mom made sure I
knew Bach, Beethoven and my scales, being a
classically trained soprano. Grandma made
sure I could improvise the way she did
encouraging me to become a church organist
because ‘I'd always have a job!' Although, I
never did achieve her skill level; she
played for silent pictures in Philadelphia
in addition to holding down several church
jobs and teaching a few students.
What I observed in my family—and all my
teachers—was that music was an integral part
of life and every musical experience was to
be cherished. If I manage to instill a
fraction of their spirit in my own students,
I will have succeeded.
♪ ♫ ♪ ♫ ♪ ♫ ♪
The important thing is not so much that
every child should be taught
as that every child should be given
the wish to learn.
—Sir John Lubbock
♪ ♫ ♪ ♫ ♪ ♫ ♪
Please accept this invitation....
....to attend our annual conference November
2nd and 3rd at Westminster College, New
Wilmington PA. Westminster is a beautiful,
tree-lined campus sitting alongside Brittain
Lake. An idyllic, picture-perfect setting
for a weekend of personal and professional
renewal. Anita Renfroe has organized some
outstanding events for you. Complete
information appears elsewhere in this
newsletter as well as on the PMTA website.
Hope to see you there!
|
|
|
| |
|
