Teachers' Corner

[Sorrano]

Too often I hear of teachers and people in other fields, for that matter, who's primary interest is earning money and whatever they have to do they will without real regard to the tasks assigned. Fortunately, many of them do not remain employed in that particular field. As a student (of long ago) I've encountered different levels of interest among teachers but here I do sense some genuine interest in the pupils and their ability to learn and progress. I had a composition teacher who frustrated me near to death as everything I did was "okay" and the lack of criticism or praise made me wonder as to his interest beyond his own ego. When I floundered with my Master's thesis he was of no help at all and the work to this day lies in some dark corner, incomplete.

[Quijote]

A bit like this forum : I know I have my ups and downs with some (if not all) of you, but at heart I want to make it work (countering bad faith, combatting myths and false premises, missionary zeal for contemporary music [can be a bit annoying that, I know], getting us all to think about the "how, what, why" aspects involved in producing and consuming music(s) [You're beginning to ramble. You're fired. Ed.]

[Sorrano]

Keep on rambling, Philip! Whether we like it or not we are better off when we invoke our thinking processes in whatever topic. You have given me much food for thought (even thought for food!) and I appreciate that very much. There are not many forums about, I think, that one can visit and leave feeling that he or she is a better person because of that. You have contributed to that, as have others here.

[Quijote]

[...] I had a composition teacher who frustrated me near to death as everything I did was "okay" and the lack of criticism or praise made me wonder as to his interest beyond his own ego. When I floundered with my Master's thesis he was of no help at all and the work to this day lies in some dark corner, incomplete.

Yes, saying just "It's OK" hardly pushes the envelope! My own pet phrase is "Not bad, but ...". No really, I have this situation quite often : a harmony group (or a small group preparing for their Master's degree in teaching) with mixed levels. For the brilliant talented ones (good ears, good sense of harmony, good instrumental ability) I offer praise and criticism in equal mix; for the mean average ones I offer encouragement and ideas for further improvement; for the truly poor, I suggest (kindly but firmly) to honestly consider their options. And I always tell a student in advance that they will probably fail the course for reasons x, y, and z.

[Sorrano]

Of two composition teachers I have had one would instill ideas and concepts until I could hardly wait to be at my desk composing more music but the other basically squelched any motivation to continue by his mental absence.

[Quijote]

Of two composition teachers I have had one would instill ideas and concepts until I could hardly wait to be at my desk composing more music but the other basically squelched any motivation to continue by his mental absence.

Shame about the squelcher. My own compostion teacher (I name him : Denis Smalley) was a bitch, by which I mean he was great : we had one-on-one tutorials where I would submit his excercises for play through and criticism. Along the lines of : "Why did you write this particular passage? What were your aims? What are you trying to exploit? Where is the coherence? Don't mix your idioms willy-nilly; know where you want to go with the material; this works, this doesn't; this is pastiche; this is plain silly; get out of my room immediately ..." and so on. And another vital thing : he opened my ears, he taught me how to listen (beyond the narrow confines of dictation). I thank him to this day for making me the musician I am today.

[Sorrano]

It's possible that I might have gone into teaching music (preferable on a university level) had I not run into this teacher. Nearly each session I had with him resulted in confusion and uncertainty. There was no criticism, an occasional compliment, but no encouragement. In fact, he approved of a free-style manuscript in submitting my master's thesis. It was unacceptable by the board and I had to redo it. That cost me an entire semester to graduate, which ceremony I deferred not to attend. In thinking back I believe that one relationship between teacher and pupil soured me more than any other educational experience did and there were a few unpleasant ones.

[Quijote]

Ever thought about going back to study, Sorrano?

[Sorrano]

Ever thought about going back to study, Sorrano?

I've kept all of my textbooks and many of my notes. The idea has been to get my doctorate, but there would be a lot of catching up to do in the meantime. Not too long ago I started reading through some of my harmony books, just trying to get a feel of things, again. Returning to music has been on my mind a lot over the years.

[Peter]

We do care Sorrano, as you say. What could be worse than an indifferent teacher? Well, an indifferent surgeon, I suppose! Or an indifferent dentist playing around with his/her instruments of torture! Nah, you have to want to do a good job, that's all, as far as I'm concerned.

Sorrano is right that there are teachers out there whose primary concern is the money - I've had plenty of pupils from past teachers who have been badly 'taught'. Have to say though that given the choice I'd take the indifferent teacher over the indifferent surgeon!

[Sorrano]

Sorrano is right that there are teachers out there whose primary concern is the money - I've had plenty of pupils from past teachers who have been badly 'taught'. Have to say though that given the choice I'd take the indifferent teacher over the indifferent surgeon!

Yes, but if the indifferent teacher is teaching surgery that could have consequences down the road!

[Chris]

I'm not sure I ever had a good music teacher, to be honest. The bad instruction I got is what made me want to teach myself, in fact.

[Agnes Selby]

My teacher sat next to me with a ruler in her hand. She used it by hitting my hands.
I persuaded my parents to allow me to stop going to lessons. Later, many
years later, when my daughter, Kathryn Selby, Australia's foremost pianist,
was a little girl, I tried to stop her from having piano lessons for fear
that she would have the same experience. Luckily, she did not.

[Sorrano]

My teacher sat next to me with a ruler in her hand. She used it by hitting my hands.
I persuaded my parents to allow me to stop going to lessons. Later, many
years later, when my daughter, Kathryn Selby, Australia's foremost pianist,
was a little girl, I tried to stop her from having piano lessons for fear
that she would have the same experience. Luckily, she did not.

That's awful! But it seems that you have something there in common with Beethoven. Didn't his father smack him while he practiced when he hit wrong notes? That's certainly not a good way to positively motivate a student!

[Agnes Selby]

That's awful! But it seems that you have something there in common with Beethoven. Didn't his father smack him while he practiced when he hit wrong notes? That's certainly not a good way to positively motivate a student!

Yes, but Beethoven had talent...!