We asked teachers what philosophy dominates their teaching, where did this philosophy come from and how do we, as teachers, make sure we are always teaching by this philosophy. I am not sure I have a philosophy. I respond to the person who I am teaching - everyone is different My philosophy is to and brings different issues. I keep learning enable pupils to engage with music for myself - reading books, attending their whole lives. I grew up with the Suzuki conferences and workshops and of method of inclusion through music and I have seen course, I am also influenced the power of music and its transformative effects by my own teachers. through my professional playing, teaching and outreach work. I aim to constantly check that I am doing the best for individual string players and groups by I try to be direct, clear weighting my responses and initiatives with and yet open to different strategies and a long-term view in mind while checking approaches. We all learn differently and frequently that the learners are respond better to subtle behaviours; perhaps engaged, happy and clear. some prefer a less intensive, more easy-going pace, while others crave measurable success and are more end-game driven. Only your pupils can say whether you are indeed successful or consistent - but I believe that both the pupil and teacher need to be flexible if what is communicated I hope that music-making for life is to be of lasting value. lies at the heart of my teaching, I can’t think of anything more important I could give my students. To pursue a love for music is a lifelong journey of creativity and skill-development and offers a deep sense of personal fulfilment. I have been fortunate to have had a number of teachers with differing styles myself, and to have learned something from each of them; this philosophy of music first is definitely shared with my most influential mentors. My family along with my background as a scout taught me that the more you put in, the more you get out, and I’ve certainly found this for myself and seen it reflected in my own pupils too. I don’t know if I consistently teach by these ideas, but I know that – however long a lesson is – the time always passes by quickly, for both pupil and teacher! Putting communication, creativity and imagination at the heart of every performance and nurturing independent learners. I frequently video and analyse my lessons both for personal interest and seminars. It at the core of my talks and publications and demonstrated Music is for everyone. in public masterclasses. I believe that music is relevant to each of us, and everyone is musical! Everyone has the skills and potential to gain satisfaction and pleasure from music. Therefore our role as teachers is to get to know and understand our pupil’s personality and learning style, Teaching should enable high then we can find the route to best quality outcomes and progression, enabling inspire and motivate them. students to travel along their own personal journey in an exciting, inspiring way. This philosophy comes from working in schools and with individuals, with professionals, amateurs and children and finding the common threads in diverse musical experiences. I know that I am teaching by this philosophy by the progress the pupils make and the enthusiasm they show.
Supporting the teaching and learning of music
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