Teaching Students to Teach Themselvesnataliesteeleroyston.weebly.com/uploads/9/4/1/8/... · Day 1...
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Dr. Natalie Steele Royston, Assistant Professor of Music Education
Iowa State University Iowa Bandmaster’s Association
Saturday, May 13, 2017http://nataliesteeleroyston.weebly.com
Teaching Students to Teach Themselves
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http://nataliesteeleroyston.weebly.com
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Why is practicing such a “bad” word?
The legendary cellist Pablo Casals was asked why he continued to practice at age 90.
“Because I think I am making progress,” he replied
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Why is practice such a‘dirty’ word?
Students don’t understand the benefits of practicing
Students have to work alone & motivate themselves
They don’t know how to put time to good use
They don’t see the results of their work
They don’t feel they can reach distant goals
They feel practice seems like a bottomless pit
If they are worried about a concert or test, their reluctance may increase
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Music teachers too often take for granted that their students know how to practice
Research has shown that students tend to engage in aimless and haphazard practice
rather than well-organized, goal-directed work(Lehmann, Sloboda, and Woody, 2007)
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Research has shown that younger studentsoften lack the ability to plan and monitor their own
practice. They are also unaware of appropriate practice strategies or do not know when and
how to employ them.(Austin & Berg, 2006; Hallam, 2001; McPherson, 2005, Pitts, Davidson & McPherson, 2000; Rohwer & Polk, 2006)
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When students do practice, they often playthrough their music repeatedly, often
not stopping for mistakes.
When they do stop for a mistake, students will often go to the beginning
of the piece and begin again.
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Most younger students (and perhaps their parents and some of their teachers) are concentrating
more on quantity of practice rather than quality of practice.
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What should teachers do?
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Ask yourself...
Are the students leaving class with the information they need to practice effectively at home?
Do the students have the resources needed to work independently?
Do students know how to structure home practice?
Do students know what to do if some element of the music isn’t at performance level?
Do students take time to reflect on their progress and plan next steps
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Teach Students How to Practice
What do students need to have and to know to practice efficiently?
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Do they have important materials?
Appropriate space w/o distraction, music stand, chair (if needed)
Instrument
Music
Fingering or rudiment chart, fingerboard diagram
Glossary of musical terms
Metronome
Tuner
Technology (practice and recording)
Mirror
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Set Appropriate Challenges(Can this be accomplished?)
This is the music you chose for your students. It must stretch them but be attainable within a
reasonable amount of time.
Idea!Music for the entire class is less
flexible than music for solo instruments or small ensembles so
consider running solo and ensemble work all year.
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Teach Goal Setting
Students need to develop a mental image or model of how they should sound.
(what should this sound like?)
Ideas!
•Model for younger students
•Play recordings for student
•Have more accomplished students play for the class
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How do we help students set goals?
Make sure their goal is not to simply put in the time
Write rehearsal/practice goals on the board
Model remedial goal setting based on assessment
Ask students to set goals in their practice sheets,logs, assignments, or journals
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Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7
Posture/Playing Position
Check the you are sitting tall, on the edge of your chair.
Be sure you are holding your instrument as
described in class
Check that you are sitting tall, on the
edge of your chair. Be sure you are holding your instrument as described in class
Check that you are sitting tall, on the edge of your chair. Be sure you are holding your
instrument as described in class
Check that you are sitting tall, on the edge of your chair.
Be sure you are holding your instrument as
described in class
Check that you are sitting tall, on the edge of your chair.
Be sure you are holding your instrument as
described in class
Check that you are sitting tall, on the edge of your chair.
Be sure you are holding your instrument as
described in class
Check that you are sitting tall, on the edge of your chair.
Be sure you are holding your instrument as
described in class
Long toneWarm-Up Exercises
#1 & #2Play slowly and with your best
sound
#1 & #3 Breath deeply and keep a
steady stream of air moving
#2 & #3Play slowly and with
your best sound
#1 & #2 Breath deeply and keep a
steady stream of air moving
#1 & #3Play slowly and with
your best sound
#1, #2& #3 Breath deeply and keep a
steady stream of air moving
#1, #2 & #3Play slowly and with your best
sound
C Major Scale 2X 3X 2X 3X 2X 3X 2X
1 octave Bb Chromatic
3X at a slow, med & fast tempo 2X 3X at a slow, med &
fast tempo 2X 3X at a slow, med & fast tempo 2X 3X at a slow, med
& fast tempo
Method Book #23
Play slowly, be sure to slur all notes as indicated. Play 2X
Play slowly, be sure to slur all notes as indicated. Play 2X
Play slowly, be sure to slur all notes as
indicated. Play 3X
Play slowly, be sure to slur all notes as indicated. Play 3X
Play slowly, be sure to slur all notes as indicated. Play 3X
Play slowly, be sure to slur all notes as indicated. Play 3X
Play slowly, be sure to slur all notes as indicated. Play 3X
Method Book #26
Practice this using 3 different practice
strategies
Practice this using 3 different practice
strategies
Practice this using 3 different practice
strategies
Practice this using 3 different practice
strategies
Practice this using 3 different practice
strategies
Practice this using 3 different practice
strategies
Practice this using 3 different practice
strategies
Solo Work to memorize m. 1-8
Play m. 1-8 from memory
Play m. 1-8 from memory; practice
9-12
Play m 1 - 12 from memory
Play m. 1- 12 from memory; practice
13-16
Play m 1 - 16 from memory
Play m. 1- 16 from memory
Student Choice Choose at least 1 song to play
Choose at least 1 song to play
Choose at least 1 song to play
Choose at least 1 song to play
Choose at least 1 song to play
Choose at least 1 song to play
Choose at least 1 song to play
Goal Based Practice Chart
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Teach Time Management
Warm-up
Technique
Music (detail work)
Music - play through large sections
Reflect
(how do I spend my time?)
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Teach Appropriate and Effective Strategies
(how do I fix it?)
Once students can hear problems in their playing they need to know and use appropriate strategies to fix those problems.
Ideas!
•Teach students to set up an environment conducive to effective practice•Have students set goals and come up with strategies before practice sessions as part of a practice log•Give students structured practice guidance (see worksheet)
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How do we teach practice strategies?
Teach students how we learn
• Repetition, Chunking, Categorizing, Transfer
Teach them to analyze their music
• Same/different/similar, Pattern identification, phrase structure, part function, etc
Develop a practice toolbox to develop executive skills
• Different tools are needed for different jobs
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Strategy Say what? Here’s What You Do
Slo’Mo’ SLow motion. Slow it down. Get it right.Play each section as slow as you can. Try for accuracy in getting it
right. Speed it up once you’re awesome!
Chunk It Break down the music into small partsBreak each section down into 1 or 2 note pieces. Once you play these
two notes right, add 1 more, and then 1 more...and 1 more...
Pencil Power Write it in!A pencil can save you hundreds of hours of frustration. Is there a
pencil in your band folder?
Five times Beats the GrindPLay each section through five times
perfectly before going on
Play each section through five times without any mistakes. If you can’t play it five times perfectly, go back and start at time number 1
and try again...and again....
Think it, see it, do it! Practice without your instrumentPut your instrument in its case. Try tapping the rhythm on your lap
(or table at home). Blow an air instrument while fingering along. Try blowing as if you were going to play.
Forgetta’bout itGo on to something you do well then come
back to the challenging section
Having trouble? De-stress by going back to something you can play really well and once you feel good again, hit the challenging
sections
Idol Audition Sing it through. You may not feel you are a great singer, but singing the passage out loud as if no one is listening will make you better faster. Try to sing
the same pitches as your instrument.
Simple thoughts really are simple
Don’t stress! Keep you wits about you. Go back to basics!
You’re always trying to get away with doing less work anyway, right? Slow down your brain. Break everything down into its
smallest part. Success comes quickly this way!
Record yourself Listen to what you really sound like Listening to yourself on a recording is a great way to hear what’s really coming our of your instrument!
Practice Strategies
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Some Practice Techniques for Older Students
The metronome game
One Note Practice
Mouthpiece practice
Play it All
Distorted Rhythm
Take it to the Easy Place
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Teach Monitoring(do I sound like I should and why not?)
Students need to learn to listen to themselves. This is especially challenging for younger students and
students who are having difficulty with technique.
Ideas!•Develop their ears to feel beat and meter, tonal center, and to know their music well enough to hear and anticipate mistakes
•Have students play for each other and give feedback
•Have students record themselves and make critiques while listening
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What improved as I practiced today?
What difficulties did I encounter?
What strategies worked well today?
What skill or problem needs to be addressed next time, and what do I plan to do?
What questions do I have?
Encourage and Teach Students to Reflect
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Encourage and Teach Parents to become active in Practice
Parents seem to be very important for young musicians’ practice. Parents provide outside
motivation and positive encouragement.Ideas!
•Talk to parents during meetings about the importance of practice•Encourage parents to listen to their children and simply provide positive encouragement•Demonstrate an effective practice session for the parents•See handout - Parents and Home Practice
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Positively Motivate StudentsInspire Excellence
The learning environment is an important partof practice. Your diligence, the interventions
you choose, your classroom management style and the ethos you develop for your program all
play an important part in determining the success of your students.
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How do we motivate practice in large ensembles?
Grades
Parental Communication
Daily assignments and follow-up
Emphasize improvement over achievement
Allow some student choice
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Rehearsal Critique Form
Write down your observations of your own (and/or your sectoin’s) and the band’s performance, indicating the MEASURES that were played particularly well or that need to be improved. Next specify the MUSICAL DIMENSIONS (such as rhythm, intonation, tone, balance, articulation, phrasing, dynamics, etc.) under question in those measures. Finally, state your ideas for PRACTICING the measures you’ve specified.
Observations of Performance Practicing Strategies
Measure numbers Musical Dimension(s) My (Section’s) Performance
(filled out immediately after performance)
Measure numbers Musical Dimension(s) Band’s Performance For the Whole Band
(filled out after listening to recorded performance)
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Tools to reinforce good practice habits
• Use the walls to display posters that teach practice skills, goal setting, and assessment
• Encourage self-assessment
• Design practice grades based on Quantity and Quality
✤ Include a spot for writing goals
✤ Have students self-assess
✤ Use a practice tool check-list
✤ Include recording and listening assignments
✤ Assign practice routines
• Use technology - SmartMusic, recordings, etc.
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http://www.kjos.com/includes/KML_Teachers.php?PID=W68
"Practice and Reflection in Band & Orchestra"
by Wendy Barden
Additional Resources
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Dr. Natalie Steele RoystonAssistant Professor of Music Education Iowa State University207 Music HallAmes, IA 50011(515)[email protected]
http://nataliesteeleroyston.weebly.com
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