When a child first begins study between the ages of 4 to 8, the parent is a very active home-teacher or practice coach. This partnership sets the pattern for problem solving methodologies and consistency. However, as the student matures, this partnership necessarily evolves. The final goal is for the student to learn independently and the parent to be an encouraging cheerleader. This will take place sometime between 9yo and 12yo. Often, the role of the practice coach in the transition time between these two states can feel a bit murky!
If t goal as a practice coach is to point the way toward independent learning and eventually to get out of the way in order to allow this to happen, we should consider how we guide the student’s minds even from the earliest Suzuki years. It is very easy to point out behaviors and create fine little players through adjusting this finger, and that note, and the other slur: but it’s vastly more important to develop within each player the thinking process behind the changes. Be prepared: going about things this way often seems much slower! So…how do we encourage young violinists to use their thinking minds?
2 Comments
10/1/2015 11:23:13 pm
To teach young children is one of my dreams, that is why as a student, I always choose to be responsible in my studies so when that time comes, I am then well prepared and is proficient, competent and confident enough to share all my knowledge and experiences with them. Also for my preparation, I continuously read to discover new learning and knowledge. From what Child Development: An Active Learning Approach by Laura E. Levine teaches, I do admire its active learning approach and style, how it equips young students with interactive learning for development.
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4/27/2020 04:42:17 pm
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