With Rule #15, Perfect Practice, begins a section the important teaching tool of modeling. As a choral teacher this is a tool that I use often. But I also think it very important for private students of piano and voice to find good models. Attending recitals of professionals or even college level students is very instructive -- i.e. announcing the song, stage presence, and observing vocal or piano technique skills. One can even learn when things are done incorrectly. We have just completed a summer season of music camps. The opportunity at these camps to observe faculty and professional performers is a great learning experience -- modeling.
The authors remind us that it is not enough just to model. As teachers, we can guide students by giving an outline or description of what is being modeled. Help them to identify what they are hearing and seeing. Going further we can find appropriate recordings of the music the student is working on or we can record a session of what is being modeled. Why not create a "modeling reference" library of specific skills.
- Use modeling to help learners replicate, and use description to help them understand.
- Using modeling and description together ensures that learners can flexibly apply what they have learned.
The authors remind us that it is not enough just to model. As teachers, we can guide students by giving an outline or description of what is being modeled. Help them to identify what they are hearing and seeing. Going further we can find appropriate recordings of the music the student is working on or we can record a session of what is being modeled. Why not create a "modeling reference" library of specific skills.