On Jun 22, 9:21 am, "David Webber" <d...@[EMAIL PROTECTED]
>
wrote:
> "LJS" <ljsche...@[EMAIL PROTECTED]
> wrote in message
>
>
news:c3790a29-f945-41d0-90c7-1c16fda10c6b@[EMAIL PROTECTED]
>
> > On Jun 22, 3:13 am, "David Webber" <d...@[EMAIL PROTECTED]
>
> > wrote:
> > All I can say is that if you are a student reading this,
> > then please take it with a grain of salt.
>
> And whatever you do, do remember that Mr LJS's prime motivation here is
not
> music education but character assassination.
Challenging your comments is not character assassination. Your
comments that simply state that what I say is not true without any
reason and then your derogatory comments does qualify as character
assassination. As any worth while reader can plainly see.
BTW, I am a certified music teacher, I have taught from pre-school
music thru and including college music, I have been awarded
assistant****ps, I am qualified to teach in the Kodaly system as well
as in the IB program. I have taught on 4 continents and my assignments
have included Instrumental of all levels, general music, theory, choir
and workshops both on applied music and music theory. I have appeared
at conferences giving workshops on teaching improvisation to the HS
student and how to create a Jazz program in a school program. Oh, yes,
I even had marching bands on a few occasions and have taught and
arranged for several marching units. have studied the music accessible
in all of these areas that I have taught as with learned local
musicians and my students have always been successful in their
studies. What exactly is your musical teaching claim to fame? And
what gives you liberty to make such an undo***ented statement as you
have above.
>I don't ask anyone to take my
> word for anything. Just immerse yourself in the music of the different
> periods, and read about it in the academic texts. You may come to a
> different perspective from mine, but at least you'll have a basis for
it.
>
> Dave
This is also a rephrase of my earlier statement. Please, do question
me and question Dave. And of course do your own research as I had
mentioned in the statements that he snipped. Please do this. This is
all I have asked all along. I have had several students from this
group do just that and I correspond with them on a fairly regular
basis. I try to follow my Nepali Guru's motto that is simply "If you
are here to learn, then I am here to teach!" All you need is the
proper attitude toward learning. My advice to students is to keep an
open mind, ask questions and don't tolerate bull **** answers. If the
answer doesn't make sense, ask the teacher. If he can't answer it,
look for another teacher as you do your own research and analysis.
A history teacher will tell you what he has found. He will give you
answers with qualifications for the holes that exist in historical
accounting and he will be careful to try to point out to you what is
do***ented, the validity of the do***entation and why he came to his
conclusions on these particular accounts of what had happened. When
the teacher starts to give you answers that are quite what you asked,
start to be skeptical and don't abandon your original question. If
upon your having to re ask your question you still get answers to
other questions that do not address what you are asking, then your
skepticism is probably correct. A good teacher knows what he knows but
the im****tant quality is that the good teacher also knows what he
doesn't know. That is the key. When the student asks a question that
the teacher can not sup****t with fact or simple logic, then it is the
teacher's responsibility to tell the student, "I don't know for sure,
but my best guess, according to these accepted fact are..." It is not
the sign of a good teacher to just make up something that he can not
sup****t.
If you are looking for a theory or composition teacher then he should
not really have to "teach" you anything, He should be able to
interview you and tell by your responses and your work what
preparation you have, what you know and what information you need to
know to reach your goals. He then will find a way (exercises or
listening or what ever) to prepare you for the next step that will
produce results and after you have been prepared, he will know how to
Present (or explain) to you what you have already discovered by
following his process. We do not learn best by being "told" the way it
is. We learn by doing and the good teacher can break down the
components necessary that will lead you to you own discovery of what
you want to know. In this manner, you will not be a clone of your
teacher, but you will benefit from his/her experience and knowledge to
find your own voice in composing, improvising or analysis. Anything
short of this may be useful until you find a real teacher, but if you
do find one that can guide you this way, you will almost instantly
understand what I am talking about.
When you hear someone making personal statements as does Dave and a
few others that you may run into here, beware. A good teacher is
secure enough with his knowledge that he will NEVER, yes NEVER get
upset if you need clarification of a point or if you question the
reasoning behind what you are teaching. These are all signs of someone
that has dabbled into a subject and thinks that he has mastered them
when in reality, he relly has not paid the necessary dues on the
subject to know what is im****tant or what the steps are to reach your
goal.
So please, question me, question Dave, question EVERYONE. You can't
get the answers if you don't pose the questions and don't settle for
half answers. A real teacher will somehow find the time to give you a
true and correct answer that will stand up to scrutiny. That is what
we do.
LJS
> --
> David Webber
> Author of 'Mozart the Music Processor'http://www.mozart.co.uk
> For discussion/sup****t
seehttp://www.mozart.co.uk/mozartists/mailinglist.htm
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