Evaluating a student’s abilities, interest, and style of learning is a fine-tuned skill.
I am still challenged by it.
How do I make the material relevant to a person’s learning style, intelligence, coordination?
And give the student a feeling of accomplishment, too?
Even though a violin student had not demonstrated proficiency in earlier skills, I felt the need to move him along.
It was hard to tell what he was willing to do.
Reluctance is often caused by a sense of failure or disorientation outside the music lesson.
I took the chance of giving him something far above his violin-playing experiences.
It was intellectually interesting enough to engage his mind.
Then, once he played it, it became culturally relevant. He recognized the tune.
That became self-reinforcing.
Maybe he will practice...
© 2012 Kathryn Hardage