Author Archives: Kirsten

Go Slow

  I have had four reminders recently of the importance of teaching and learning s-l-o-w-l-y. On Saturday I had a gap between students at the Music Centre, and filled it with some long-overdue piano practice.¬†First I checked out a couple … Continue reading

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Non-identical twin classes

I shouldn’t be that surprised that the two classes in the same year group with the same sort of mixture of children and lovely, experienced class teachers should be so different. But I am having to think hard about these … Continue reading

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Post from https://bennewmark.wordpress.com

I follow this blog (among many others!) and was struck by this post: https://bennewmark.wordpress.com/2018/10/25/things-that-havent-worked-for-me-and-the-things-that-have/ Ben Newmark is a Humanities teaching in a secondary school, and that will give a certain direction how is has arranged his lists. Maybe some things … Continue reading

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Pretend you can’t play it

How does that work? And how did I even think of it as a solution to a problem? It’s not what I would usually suggest. Let me explain… I was teaching a young lad the other night. He was trying … Continue reading

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A Step in Time Saves Nine

I was teaching ‘finger-swaps’ today in a piano lesson; something along these lines… It was the last lesson of the day, and the young man at the piano had more or less used up all his brain-power for the day. … Continue reading

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Subdividing the Pulse – Movement

One of my piano teachers, the one that taught me through to my Teaching Diploma, was fanatical in demanding accuracy in subdividing the pulse. So much so, that when I heard a subway busker playing Bach on her flute, it … Continue reading

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Questions, questions, answers, answers

The ‘asking questions‘ method that I was using for teaching children to learn, and trying to improve their practising at home, seems to be working. Now, sometimes, in a lesson, I hear the student asking themselves useful questions as we … Continue reading

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My Small Group Beginner Recorders

I’ve a couple of small groups of recorder pupils – two or three in each group – young children aged around seven or eight years old. After talking to other woodwind and recorder teachers and looking through various books, including … Continue reading

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