Week 1
Essential Question: What are the benefits of a collaborative, student-centered teaching approach, compared to a didactic approach?
Finding the “Aha” Moment
Music lessons benefit from a dynamic and collaborative teaching approach. Unlike didactic or lecture-based teaching where the expert delivers knowledge to a passive novice, an instrumental teacher’s role is to guide the student through an ongoing process of discovery, improvement, and creative problem-solving. This process involves several key elements, including—but not limited to—-listening, having empathy, trusting your instincts, inquiring, analyzing, imitation, and experimentation.
Guided Problem Solving
1. Active Listening
Active listening is fundamental to understanding the student’s needs and challenges. As a teacher, you must not only hear the notes they play but also pay close attention to nuances such as tone, articulation, phrasing, and technical execution. Through active listening, you can diagnose technical or musical problems, such as tension in the body, inconsistencies in rhythm, or challenges in musical interpretation.
Example: A student may play a passage with uneven articulation. By carefully listening, the teacher can pinpoint if the problem lies in finger technique, breath support, or coordination between the two.
2. Using Your Instincts and Empathy
An experienced teacher develops instincts about what might be holding a student back, even when the issue is not immediately obvious. Sometimes, a student’s difficulties may stem from something intangible, like a lack of confidence, mental fatigue, or even emotional barriers. Trusting your instincts means responding intuitively to these underlying issues and adjusting your teaching approach in the moment.
Example: If a student struggles with a technically demanding passage despite having practiced, the issue may not be technical but psychological—perhaps they are overthinking or becoming frustrated. Instinct might lead you to encourage them to relax, breathe, and approach the passage differently.
3. Inquiry and Analysis
Analytical skills are crucial in problem-solving. This involves breaking down a problem into its components—whether it's related to technique, musicianship, or the learning process itself. By analyzing the student’s playing in detail, you can help them address specific issues systematically.
Example: If a student has trouble with phrasing in a lyrical passage, you might analyze the harmonic structure to suggest more effective breathing points, or examine how the bow or air is being used to shape the phrase.
4. Imitation
Imitation is a valuable tool, especially in music education. By modeling how to play a passage or execute a technique, you give the student a clear auditory and visual example to emulate. This not only helps them internalize sound and technique but also builds their aural skills and memory.
Example: Demonstrating the sound of a clean staccato attack or a legato phrase gives the student an immediate reference. They can then imitate your sound, posture, or technique, providing a starting point for their own experimentation and refinement.
5. Experimentation
Encouraging students to experiment is a key aspect of creative problem-solving. Experimentation allows students to find personalized solutions, discover new ways of approaching difficult passages, and develop their musical voice. As a teacher, your role is to provide the tools and safe space for this exploration, fostering a mindset of curiosity and resilience.
Example: If a student is struggling with intonation in a certain register, you might suggest experimenting with different embouchure or finger placements, or trying various tuning exercises. By experimenting, the student can develop a deeper understanding of their instrument and body, leading to more control and refinement.
Guiding the Student to Reach Their Potential
When teaching with guided problem solving, the ultimate goal is for the student to develop autonomy, critical thinking, and problem-solving skills in their playing. It’s not just about fixing immediate issues but about teaching the student how to identify and solve problems on their own. Through a combination of active listening, instincts, analysis, imitation, and experimentation, the teacher empowers the student to overcome technical and musical challenges while also nurturing their artistic growth.
Each student has their own learning style and unique set of strengths and challenges, and part of the teacher’s job is to guide them in finding solutions that resonate with their personal approach to music-making. This process may involve a wide range of methods, from technical exercises to discussions about musical interpretation and personal motivation.
By engaging students in this kind of problem-solving partnership, you help them develop the skills, confidence, and independence needed to unlock their full potential as musicians.
In each of the following scenarios, imagine you are the teacher and think about how you would respond to each student.
Then, click the + to see an example of an appropriate student-centered response. How did your response compare?
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Teacher Response
Empathy and Inquiry: "I hear what you're talking about! Let's explore why that might be happening. Can you play a few notes in that register for me?"
Guided Observation: "Notice your embouchure and air support. How does it feel when the tone is clear versus when it's airy?"
Collaborative Problem-Solving: "Let's experiment with your air direction and support. Try slightly altering the angle of your air stream and increasing support from your diaphragm. What do you notice now? Is there a difference?"
Encouraging Ownership: "Great! Keep track of how small changes impact your tone, and next time, let me know what you discover in your practice." -
Teacher Response:
Validate the Struggle: "That’s really common with fast passages, especially when you’re excited to get through them!"
Engage the Student: "Let’s slow it down together. What do you think is causing the rush? Is it finger coordination or air speed, maybe?"
Problem-Solving Together: "Let’s break it down. We’ll play it slowly, focusing on rhythmic precision, and gradually increase the tempo. Can you clap the rhythm first? Now let’s play it."
Encouraging Self-Monitoring: "Keep an ear out for when you feel the tendency to rush, and try to anticipate it in your practice this week. How do you think you could pace your progress during the week?" -
Teacher Response
Affirm the Challenge: "Fast articulation can definitely be tricky! I hear what you're describing."
Inquiry-Based Learning: "Can you show me how you’re tonguing now? What are you feeling with your tongue and air when it feels heavy?"
Guided Experimentation: "Let’s try a lighter touch with your tongue—just tapping the reed gently. What does that feel like compared to your usual tonguing? Let’s combine that with steady airflow and see if it helps."
Empowerment: "You’re doing great! Try experimenting with this lighter articulation in your practice, and see how it works with different tempos. What might you adjust if you still feel heaviness at faster speeds?" -
Teacher Response
Validate the Experience: "High notes can definitely feel challenging, and you’re not alone in feeling that way!"
Encourage Reflection: "Let’s explore what’s going on. What do you notice about your air, embouchure, or body tension when you go for those higher notes?"
Guided Discovery: "Try playing a scale up to the high note slowly, focusing on your air support and keeping your embouchure relaxed. How does that feel compared to when it feels strained?"
Encouraging Growth Mindset: "Great progress! High notes are a long-term journey. Keep focusing on staying relaxed and supported, and we’ll revisit this next time. What strategy do you think will help you the most in your practice this week?"