I also finally caved and bought this book:
Teaching from the Balance Point
I have to say, this book is pretty awesome. I was expecting it to be much more dense and detail-oriented. The author is a very well-known Suzuki violin teacher and clinician, and is widely admired in Suzuki circles, so I expected him to have oodles of upper string pedagogy wisdom. Although there was wisdom, to be sure, I found the format spare, even zen-like and not all that long.
The main focus of the book is on priorities in teaching, which is something I've found myself coming back to a lot this year. I haven't been teaching that long, so maybe this is newbie syndrome, but I would say I have some kind of pedagogical existential crisis at least a few times a year where I ask myself questions such as: "Are my students progressing enough? Am I teaching enough music literacy? Are they enjoying music enough or is it too much technique? Am I communicating expectations enough? Am I encouraging autonomy in my older students enough? Am I providing enough opportunities for performing and community? Am I being "Suzuki enough"? Am I being "too Suzuki" with older students or transfers who have learned a more reading-based method? Am I using enough etudes? Am I teaching enough scales? I know this is ridiculous, but I literally lost some sleep one night a few months ago worrying that I had encouraged a student to get a viola that might be too big for her.
Anyway, I have found this book to be very helpful in focuing these nagging thoughts into something a bit more productive. The big take-away of the book is sticking with priorities in teaching. My amazing Book 1 teacher trainer shared these with us, but it was great seeing them spelled out from the source. Just to summarize, the author believes that in string teaching, we need to address (in order of importance for maximum growth): posture and form, intonation, tone, musicality, and notes and bowings to new pieces. Of course, musicality and artistry is the #1 goal, but Kreitman's point is that musicality can't fully develop if the other foundational stuff isn't in place. I've been reflecting on these goals more and it has helped me to develop a more zen-like lesson format. I tend to cram too much into each session (even in a one-point lesson), and revisiting this approach has given me license to step back and look at what the final goal is and being patient to take it one step at a time. Really, I ask the parents and students to be patient with and trust the long, slow process of learning instrumental technique, and I need to be more patient and trusting of the process myself.
I've been thinking about the priorities in my own playing as well. Last weekend I gave an unaccompanied solo recital, which was supposed to happen in March before March became insane. I had more fun performing than usual with less nerves and was very happy with the memorization. And it was nice to see a lot of my friend there!
My big goal with the recital was actually to just get through it endurance-wise without pain because it was an all unaccompanied program, which is tiring. That might seem crazy to a non-musician, but holding your left arm up for an hour is actually quite fatiguing. To work on my posture, I've been doing a lot of yoga through this YouTube channel. I highly recommend this particular series of yoga videos. The instructor, Adriene, is kind of like your cool granola cousin who happens to teach yoga. There's not a lot of talk about finding your chakras or whatever and I find she moves at a good pace for beginners.
Through doing yoga every other day, I feel like my teaching has actually improved because I'm less tense and less anxious, so I'm able to enjoy and be present to my students more. I also find that when my students are inevitably exhausted or hyper or checked-out (thanks, summer camps!), I'm more able to roll with the punches. This might sound crazy, but so metimes life is lived outside-in If I have a student who rolls their shoulder points inwards and slouches, it's almost impossible for them to play confidently and with a big tone. Similarly, if I only spend all day cramped in front of a little desk or contorting myself un-ergonomically around a viola, I'm bound to be cranky. And since I know about mirror neurons, it follow that the more relaxed and balanced I am, the more my students will be also.
We will see how much I'm able to keep doing yoga during the crazy school year, but I'm hoping I'll be able to carve out the time and keep my priorities. Next week we are travelling to visit our families in Pittsburgh and Cleveland, so I'm thinking of ways to keep myself healthy while enjoying some family time.
