“Why do I have to tell them everything?”
Ideas for Fostering Student Independence
Every teacher has had the experience that it seems like you say the same thing to your students week after week, and it never seems to sink in. This session looks at the problem, considers reasons why students tend not to think for themselves, and presents some practical solutions to use in lessons and the classroom to get students to be more self-observant and motivated to make important changes from within. 1 hr 15 minutes.
“Why can’t they play better in tune?”
Practical Ideas to Help Students Take Charge of their Intonation
This session takes a close look at the reasons students play out of tune, and then finds solutions within the problems. Ideas for improving intonation begin at the most basic level by teaching students how to match pitches, and works progressively through techniques and skills for the beginner, intermediate and advanced players with practical ways of getting students to learn what it is to play in tune, listen with keen ears, and understand what it really means to play in tune. 1 hr 30 min (or divide into 2 hour-long sessions for a more thorough review of ideas.)
Preparing Students for Performance
Help your students bridge the gap between the comfort zone of practicing and the pressured world of performing. Explore performance preparation from many angles, including how to establish technical stability from the start, developing performance security despite mistakes and discomforts, overcoming fears, setting goals from students strengths, and discovering that the pleasure of musical expression is the most compelling reason to perform. 1 hr 30 min.
Low – Tension Technique
From the beginner basics to advanced playing, this clinic explores innate muscular habits, and how many of them are unhelpful for establishing free technique at the cello. Using images and experiments to discover different kinds of muscle usage, this clinic explores ways to help students play with as little tension as possible. Seven sources of muscle tension are presented to help with trouble-shooting complex problems, and a special section on making peace with your cello is included to explore the psychology of keeping cello practice and performing from becoming a “battleground.” The ideas in this clinic are based on personal experience with tendonitis and having to relearn the cello with the least amount of tension possible. 1 hr 30 min (or divide into 2 hour-long sessions for more hands-on approach.)
The Power of Positive Teaching
By recognizing our potentially life-long impact on students feelings about music, it becomes our responsibility and duty to teach in a way that brings out the best in ourselves and our students. This session will explore what it means to be a “positive teacher” without being a pushover, including how to be exacting without being negative, and how to foster an “I can do this” attitude in our students.
CMP and the Solo Experience
The Comprehensive Musicianship through Performance model has been a planning tool for large ensemble directors in Wisconsin for three decades. Now the model has been adapted for one-on-one work with students, either in the traditional studio setting or for directors assisting students with preparation for solo and ensemble contests. Using student-centered strategies for integrating technique, musicianship and knowledge, and self-assessment guidelines for performance preparation, students can have both a rewarding musical experience and a successful performance.
The Teachers Role in the Learning Process
Students depend on their teachers for good information, guidance, and motivation, but how much of what students learn is simply doing what they are told to do? Are we able and willing to make our role in their lives unnecessary? This clinic explores the balance between our roles as responsible teachers and the importance of students ability to observe, explore, and analyze; accepting personal responsibility for practicing and playing well, and making expressive choices.