Much of what Reiko chose to focus on tied into my ongoing mental chatter of how to encourage intermediate and advanced students to become increasingly autonomous. Webster defines autonomous as "self governing." In musical context, I translate it to: you own the music. The student is making choices about his own music and is motivated to implement them because of his love for the music.
She asked each student to describe, with words, what was going on in each section of her music. What kind of music is this? If the student was stumped, Reiko waited patiently for her response. Something more than--sad. Or slow. Descriptive words. The students came up with amazing words, given time. Once the words were verbally articulated, then she said, "make it happen." I see that you feel it, now make it happen. Be accountable to your ideas. And just enough why? Why does it make us feel that way? Perhaps because of the bass or because of the texture. Maybe something else? These are questions we have heard before. Doris Harrel asks these questions over and over. Why do we love it?
Asking questions is the first step toward autonomy. The art of this kind of teaching is to take the student's response and mold it into something musically appropriate. Not just appropriate--wonderful. Help them trust their instincts. Very soon they will be asking their own questions. Yes I agree Reiko said over and over. Now show me.
The best teaching somehow leads the student to discover the answer for herself or himself. To find her own passion for the music. To find his own path.
Thanks for a great weekend, Reiko.
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