About My Teaching Approach
My basic belief is that yes, theory is important. Jazz especially is a composer's music, so there is a burden about knowing things that musicians who just copy and play need to know. But there's an even greater challenge: unlike a traditional composer, there isn't even much time to think about it. This is where we have a challenge. No time to think means that too much theory can actually get in a player's way... on the other hand, lack of theory isn't going to help either. Theory, in performance is actually about language and communication. On a real bandstand, musicians banter, discuss ideas and give each other feedback... so a musician lacking in theoretical knowledge is likely to be more of a nuisance than an asset on a serious bandstand.
So how do we get around this?
First, as an instructor, I understand that I am doing a number of things. One is training my students to play the music they want to play. The second is teaching them the language and ideas behind what they play so they understand what they play. The third, is as a coach, training them to forget all that theory, get in the ring and spar, hopefully without getting too beat up (on the road to becoming a champ.)
To do this, I my approach is somewhat different that traditional music lessons you may have experienced in the past.
The model is based on a mentor/coaching system that, in many ways is similar to athletic training, think boxing or martial arts.
How is this different from typical music lessons?
Key elements include:
In fancy adult education terms, this approach is called androgogical, meaning that the learner is respected as a grown adult, not a child learning something from scratch. Most music instructors tend to be more pedagogical, but guess what? The word "pedagogy" literally means leading children. This may explain the frustration you have experienced with teachers who talk at you, down to you or treat you like you're a child. This is demotivating, deprives the learner of his or her ability to his or her preferred learning style and may, at times, arrogantly dismiss the learner's own learning goals.
So how is this gotten around?
So how do we get around this?
First, as an instructor, I understand that I am doing a number of things. One is training my students to play the music they want to play. The second is teaching them the language and ideas behind what they play so they understand what they play. The third, is as a coach, training them to forget all that theory, get in the ring and spar, hopefully without getting too beat up (on the road to becoming a champ.)
To do this, I my approach is somewhat different that traditional music lessons you may have experienced in the past.
The model is based on a mentor/coaching system that, in many ways is similar to athletic training, think boxing or martial arts.
How is this different from typical music lessons?
Key elements include:
- the approach is student-centered, meaning highly individualized.
- knowledge is viewed as important, but all knowledge is tied in to feel and performance.
- the personal strengths and goals of the student are balanced with the expertise of the instructor.
In fancy adult education terms, this approach is called androgogical, meaning that the learner is respected as a grown adult, not a child learning something from scratch. Most music instructors tend to be more pedagogical, but guess what? The word "pedagogy" literally means leading children. This may explain the frustration you have experienced with teachers who talk at you, down to you or treat you like you're a child. This is demotivating, deprives the learner of his or her ability to his or her preferred learning style and may, at times, arrogantly dismiss the learner's own learning goals.
So how is this gotten around?
- The instructor needs to have experience and expertise in the field that is being taught.
- The instructor should have a basic knowledge of adult education or adult coaching methodologies.
- The learner and his or her output is the center of focus of the lesson, not simply being present with the instructor.