Practice Makes Perfect – Really?

Actually, I prefer ‘practice makes permanent‘! Here is a short article exploring some of the often contentious issues regarding music practice. In it, I discuss how informed practice works to consolidate learning and thus the importance of appropriate preparation on the part of the students before commencing. I also examine how the teacher’s guidance during the lesson…

Keeping Everyone Involved in Group Lessons

This article deals with one of the problems that, for many teachers, is the most challenging: how do we keep everyone involved while at the same time, giving due attention to the problems of individuals? You will find several solutions and discover why this calculation is correct! . Group Instrumental Teaching III – Keeping Everyone Involved

Keeping Everyone Involved in Group Lessons

This article deals with one of the problems that, for many teachers, is the most challenging: how do we keep everyone involved while at the same time, giving due attention to the problems of individuals. You will find solutions and discover why this ‘equation’ is correct! . Group Instrumental Teaching III – Keeping Everyone Involved

Benefits of Group Instrumental Teaching

During the 1990s, I was director of a music support service for schools in the UK. We provided mainly group lessons, so when interviewing prospective teachers,  I would ask them what they saw as the advantages or disadvantages of group tuition as opposed to one- to- one teaching. Their answers almost always (and I mean in…

Practice Makes Perfect – or Does It?

Actually, I prefer ‘practice makes permanent‘! Here is a short article about the thorny issue of music practice – how the teacher’s guidance during the lesson can make it more meaningful and desirable to the student, and how careful a choice of words can make a big difference to attitudes to practice.  All very important…

Alternatives to teaching notation early on

Following on from Let’s Make Music…  the article Demonstration, Imitation, Improvisation then Notation,  suggests some alternative ways of getting your students to play musically from the start – without getting tied up reading notation. It goes on to suggest ways of introducing notation when the time is right. A ‘part two’ to this article will be…