I decide
in advance what I’ll be teaching at a particular lesson (more on lesson
planning in another post). I’ll then
have a technical exercise planned that relates to this. For example, if we’re working on a piece in D
minor I’ll teach some exercises based on the D minor scale and arpeggio. If we’re playing a piece in D minor and has
lots of triplets, then we’ll do an exercise that incorporates all of these
things.
If the
class is working through a tutor book, this is when we’ll look at it. I’ll talk more about using a tutor book
wisely in another post, but if you’re using a good book, it will be structured
in a way that makes logical sense for progression on your instrument. As a beginner teacher, it is probably best
you follow the book until you have more confidence in your teaching.
One
occasion I don’t follow the logic of the tutor book is if the students need to
learn a piece or new notes for a particular reason (e.g. school orchestra) but
treat this as a learning experience, and your students will be so motivated to
learn the new notes etc. that it doesn’t matter that it’s out of sequence with
the book.
If I’m
teaching more advanced students this is where we’ll work on repertoire. Again, I’ll post later more details about how
to work on repertoire in another post.
No comments:
Post a Comment