I haven't had a lesson since my last post. In pedagogy we decided it's important to have a routine to follow, or in other words, it's important to be consistent with the student. I am sure that's why I feel better about teachers the second semester studying with them. I think this idea of dependability from the teacher establishes a bond of trust that makes the student feel cared about. I suppose I would like a better word than "cared" about because it implies more of an intimate relationship. While it is probably helpful for the teacher to care that extra little bit, I don't think it is natural for a lot of fine teachers.

Back to how a routine may help this bond between teacher and student. While I am learning I am always questioning why I am doing something. I like seeing things in the bigger picture so I know what end result I am working towards. It took me a long time to realize this, and until I did I got seriously frustrated with myself. I found myself putting things off until the last minute because I didn't understand very well the value of looking ahead.

I find that when taking instruction from teacher A or B, if teacher A is helpful with this long-term view, they are generally more successful than teacher B. Teacher B inevitably gets stressed when the student isn’t ready for something just before a deadline, and I feel pressure and tense up. Ultimately, playing while extremely tense is the root of most of my technical problems. In my experience, teacher A also teaches in a way that carries over from piece to piece. Teacher B ends up teaching the piece needed for some deadline, when teacher A teaches how to play the violin.

How and why seem to be huge important words to consider with progress. A lot of the reason for advancement is due to reflection and taking something from that time. If nothing is said in the lesson that goes any deeper than a critique of each individual take of playing something, progress is limited to critique from that take alone. This doesn’t leave much to practice week to week.

I guess this parallels what we went over in pedagogy class with the bow hold. Violin pedagogy is more of a how to than a tweaking and adjusting thing. (ex: tapping fingers on bow)

I think another part of understanding this big picture is sheer experience. It is very easy to take fabulous teachers and advice for granted until you are ready to be receptive. This is the other side of the coin in a teacher/student relationship. Teaching styles may differ from student to student depending on the dedication or talent of the person. Back to the analogy with teacher A and B, teacher A in my experience has been also very much more receptive than teacher B. In order to give a student ample feedback, teacher A had to remember from week to week what was going on in my lessons.

What seems to be the ideal between all these ideas is a balance. (Or like we said in class, a steady flow) Consistency is absolutely necessary in order to find this balance. There is enough to juggle in teaching/learning the violin without throwing in shaky guide.