Struggles with Alma Mater Blues
Found in: Blues, Claiming Territory, Foundation Songs, Shared Lessons
Heidi M., Canada
I need suggestions about an 11-year-old girl in a shared lesson with another 11-year-old. They both benefit from the shared setting (both were private until 2 months ago). She practices more since being in the shared situation, and the other student (a boy) is learning to slow down his playing more.
The girl is having a much harder time with Alma Mater Blues than the boy is because she is not wanting or willing to slow down on it. She claims she messes up when she slows down, but it is actually the other way around; plus I tell her she does not mess up. It is just a small mistake which we can fix.
I feel she needs more individual attention on this song. I try to enlist the boy’s help so he does not get bored, but he has trouble communicating (partly a culture thing) and I feel I need more time with her alone on this one song, though she does well on learning the other songs in the group setting. I want to be fair to both of them, so I’m thinking of changing the shared lesson where I have 15 minutes with her alone, then 15 minutes with them both, then 15 minutes with him alone, and see how that works.
Any other ideas? I really do not think changing back to private will be best for them, and there are currently no other children their age who could be a good fit.
Cate R., Australia
I wouldn’t change them because of AMB. Maybe print some movie directions like “play in slo-mo”, “play speeded up”, “play lavishly”, “play quietly”, “play loudly”, etc. The more she plays it the better off she shall be. As a game, both can do this so make it fun!
Joy O., Alabama
Go back to the hands patting on laps with the rhythm diagram, saying aloud “one two and three and four”.
Leeanne I., Australia
I find that students either get AMB quickly or very slowly. I have had students that took 6 months to be able to play it! Firstly, communicate to the girl that she needs to trust you as a teacher. The slower she learns, the faster she plays. If she does what you ask, it will come together at home with practice. And making games with the song is great too.
Susan M., Canada
I often set up with students who I see have a tendency to play fast to gather momentum, that playing slowly might sound boring, but it in fact is more challenging for many. I demonstrate holding a yoga pose or walking more slowly as an example – it involves control. So with that, I say when we need to do something hard, we go slowly and we do a smaller amount. I also remind them that my job is to gently nudge them to do things they won’t do on their own – and in this case, it’s going slow to build muscle control.
I wouldn’t change the class, because I believe the other student could benefit from this conversation too. I have 2 girls in this same situation and one girl came with previous experience, but plays too fast with errors. I insist that she trust me and follow the directions I give her, even if it’s not fun, but I try and balance it with another activity she can play faster with (like improv).
Laurie Richards, Nebraska
There will always be some variation in shared lessons between the students and how they process the information you are sharing. It’s a great opportunity, and everyone benefits from the coaching you do with this student.
It sounds like the issue is mostly a Claiming Territory issue rather than a processing issue though.