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<DIV>I think that you have many good ideas and tecniques for piano
instruction. In my opinion, there is nothing wrong with repetition.
You were trying to be sure that you're student understood what was being
taught. As far as sitting position, you could frequently ask her if she is
sitting correctly. When she states that she is, say, "Good job!" or some
other positive statement. If she makes mistakes, gently inform her that
mistakes often occur in the beginning, but she will catch on soon. Your
teacher is right about constantly giving praise. Praise encourages
students to practice. There is no reason why you can't teach children as
well as adults. I have taught blind and sighted children successfully and
there is no reason why you should not be successful. Gently remind Navia
of the importance of keeping finger nails short for piano. Good luck to
you. Keep up the good work.</DIV>
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<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="FONT: 10pt arial; BACKGROUND: #e4e4e4; font-color: black"><B>From:</B>
<A title=winy_kwany@yahoo.com href="mailto:winy_kwany@yahoo.com">Winy
Kwany</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=menvi-discuss@menvi.org
href="mailto:menvi-discuss@menvi.org">menvi-discuss@menvi.org</A> ; <A
title=braillem@topica.com
href="mailto:braillem@topica.com">braillem@topica.com</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Sunday, April 10, 2011 6:22
PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> [Menvi-discuss] Update about
Pedagogy Observation</DIV>
<DIV><BR></DIV>
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<DIV>Hi all,<BR>I started my observation on March 30. My student's name
is Mavia. She is one of the staffs in this academy. I decide to post
what I wrote to monitor my progress week by week below. Hope I get some
ideas and input. Thanks for reading this long message.
<BR> <BR>***</DIV>
<DIV>Observation, the first week<BR>Wednesday, March 30, 2011<BR>I did
the observation yesterday (Wednesday). The staff's name is Mavia. When
she came, I asked about her intention to learn piano. She said, she
wants to learn new things and gain experience. I get what she means: she
wants to experience how is like when she's taught by a blind piano
teacher. I tried to get her musical knowledge by doing general
acessment. I asked her to sing the simple tune that I played. It was
Mary Had A Little Lamp, but I only changed one or two of the notes. She
didn't listen to those changes and only want to sing her own version. I
tried a new melody which is totally new. It's only combination of C-e
keys and half and quarter rhythm. She didn't sing in pitch. I tried
again and again for three times, and similar result came out: not in
pitch. I askked her to clap the rhythm. She assumed that I asked her to
play on the piano. She finally listened to me when I asked her again to
clap. She did. She didn't have good rhythmical pulse. She missed some of
the rhythm. The rhythm is only combination of quarter and half.
<BR>Then, I began from the Alfred book. I explained her how to sit
properly, how the good posture should be. She was listening since then.
At least, she did understand why I said, even though she didn't sit
properly. I mean, she sat properly for the first few minutes, then she
crossed her legs (I found this from Charlotte, my teacher. She used this
as a way to say that I won't be able to teach since I don't notice those
changes).<BR>I taught her about the fingering numbers, how to place
fingers on the keyboard, proper finger position (I mean, we have to
curve our fingers each time we want to play something). I decide to
emphasize this technical thing from the first lesson. She didn't curve
her fingers most of the time. I always checked on her fingering while
she played, and she did confess to me that it's difficult for her to
curve. It's a new habit, so I always reminded her and will remind her to
curve again and again.<BR>She did understand my explanation about black
and white keys. I confirmed it by letting her experimenting with the two
black key groups, then with the three black key groups, and with white
keys. Again, I checked her fingering while playing. I asked her to say
the finger numbers while playing.<BR>We moved on to introduction of
treble clef and treble stave. I introduce the middle C position by
asking her to memorize the position of each note on the stave. I told
her, that all music readers did this. They have to know the positions of
everything so they can read. She got what I mean. I reconfirmed this by
asking her to tell me position of C and G while playing every note with
her right hand. She got it. <BR>I introduced her quarter note and she
gets what I mean. Before I could go further, Charlotte stopped me by
saying that I have spent one hour just to teach her those things. I
should only spend 30 minutes for beginner. She then said that I was very
slow and repetitive. Here is the detail comments for the
observation:<BR> <BR>When student enters the room, I should greet
them by saying "how are you" or things like that. I didn't do it
yesterday.<BR>When I do acessment, just use one note or two notes, just
do it once. I did it three times for each, since Mavia got the melody
wrong for the first time, but correct when she tried the second time. I
just wanted to make sure that she was consistent--whether correct or
wrong.<BR>When doing rhythm, ask her to clap the rhythm back, not to
clap her hands.<BR>When experimenting with the sounds, don't do it too
long. This includes black keys and white keys.<BR>When doing acessment,
play from middle C range. I didn't do this yesterday. I played from
fifth octave since I sat on her right. <BR>Begin to introduce legato
playing. I didn't notice this yesterday since my aim was to introduce
her correct fingering, finger numbers and keyboard.<BR>She has long
finger nails which I don't notice. Long finger nails make students
difficult to curve. I will be more careful about this in the
future.<BR>Learn to give compliment. For example, say that the playing
is good, except for the last bar. I didn't say anything much like that
yesterday. I know that Mavia will sense that I only "praise" her without
telling the truth. I can sense it, that she wants the truth, so I
decided not to say anything unless it's true. I gave her big smiles each
time she did things correct and show me that she got my explanation. I
will learn to be more generous with compliments in the future.<BR>She
drop her wrist, so I have to check not only fingering but also
wrist.<BR>She crossed her legs, so I have to remind her about sitting
position.<BR>She put her palm on the wood of the piano when she
played.<BR>***<BR> <BR>Observation, the second week<BR>April 6,
2011<BR>Mavia came in and I asked how was everything with her. She said
she's fine. I asked whether she practiced. She said no since she didn't
have time. Then I told her that I will recap what we've learnt last
week. She didn't mind. She sat without crossing her legs for the whole
30 minutes lesson. I told her in the beginning of the lesson to adjust
her bench so it's not too far or too near from the keyboard. She said
yes and kept sitting there. I thought everything was fine. She is an
adult, she can understand instructions, and I don't want to treat her
like a kid by adjusting her bench. She is the one who knows the most
suitable position. Charlotte then told me at the end of the class that
she sat too near. She blamed me since I didn't adjust her sitting
position. I told her what I thought--that she is an adult and she knows
what to do. I have reminded her. Charlotte suggests me to adjust her
sitting position next week. I honestly feel ridiculous and uneasy. I
don't want to treat Mavia like a kid. Ideas? <BR>I taught her about C
position for left and right hand, showing her bass and treble clef,
explaining her the note positions and let her to play the first two
pieces: Aural Lee for the left hand and Ode To Joy for the right hand.
She understands what I taught. I found that she read the finger numbers
most of the time than memorizing the line and space. Charlotte also told
me this with the way that I am stupid and I don't know what is
happening. I told her that I knew that Mavia prefers reading the
numbers. She asked me "How do you know? You can't see.". I just told her
that I know. <BR>Mavia cut her finger nails. I checked on her fingering,
palm and wrist. She didn't drop her wrist, but it's difficult for her to
play since she sat too near. <BR>She couldn't play in rhythm. She always
hesitated and stopped after finishing a measure. For instance, she
stopped before playing the first note of bar2 or after finishing the
last note of bar1. Maybe she didn't get used to with the reading yet.
<BR>She can play the notes correctly, but she prefers playing with right
hand. She asked me whether she can play Aural Lee with her right hand. I
said no, since the piece is written in bass clef, so its intention is to
introduce bass clef and to get used to with it. I told her that in piano
music, she has to be able to play with both hands. When playing Aural
Lee, she always began with middle C. The note written is the third
octave C. This is one of the indication that she read numbers instead of
recognize note position on the stave. She then accidentally hummed the
number such as "2", "3", etc, so it was clear that she read numbers.
<BR>I taught her legato playing. Her fingers and hand are very tense.
She always "jumped" each time she wanted to play the next note. I told
her that legato playing is like when we walk: one foot go down, another
foot up; never both feet go down or up simultaneously. She understood
the concept but difficult to apply it. I told her to let the fingers
relaxed and stay as long as possible before playing the following note.
Charlotte suggested me not to use "As long as possible" concept since it
can be misunderstood. <BR>Charlotte suggests me to focus on finger
exercises. I will, and I will transcribe Aural Lee and Ode To Joy with
Lime without finger numbers. I will write them into different staves so
she can get used to with the notes without refering to finger
numbers.<BR>Charlotte suggests me to demonstrate every new concept that
I teach. For instance, for Ode to Joy, I should demonstrate by playing
the piece for her. I didn't do it yesterday since I am afraid she will
copy the melody--not reading the written copy. I just want to make sure
that she understands the note positions. Charlotte said that I can test
her by asking her to tell me the letter name of each note
written.<BR>Charlotte asked me to ask Mavia to write on the assignment
book what she needs to practice for the following week. She emphasized
that I can only teach adults since adults can write. It's the teacher's
task to write on students' assignment book, but I can't write. Kids are
difficult to write, she said.<BR>She asked me to give Mavia theory
assignment. She asked what theory book I have. She said that teachers
must give both piano and theory for the students. It's not complete to
give one without another. I said nothing. <BR>***<BR> <BR>Any ideas
how to treat an adult student properly so she/he won't feel that I treat
her like a kid?<BR>Do you give theory for your students? Are they in
written assignments? How do you handle theory? What theory books do you
use?<BR>What about assignment book? How do you handle kids in writing
things that they need to practice in the assignment book?</DIV>
<DIV>I look forward to hearing from you soon. Any help, input, ideas
will be highly appreciated.<BR>Many thanks. </DIV>
<DIV>Winy.</DIV></TD></TR></TBODY></TABLE>
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