A brilliant post by my old head of music, George Bevan, on why it isn’t enough as a music teacher to praise your students for good performances: in order to teach real musicianship, we as teachers have to understand what makes up a good performance and break that down for our pupils, so that they can learn *why* they are doing what they do when they play their instruments.
I really recommend George’s blog, music@monkton, and also Paul Harris’s books on teaching (I need to get hold of the newest one, Simultaneous Learning, which George actually wrote the foreword for!)
Malcolm Gladwell’s Blink is “all about those moments when we ‘know’ something without knowing quite why we know it,” when we rely on instinct rather than our ability to reason. Gladwell is a persuasive writer and I find him compelling. He draws on a huge variety of examples in this book, but nevertheless I was quite surprised when I suddenly found the topic turning to strawberry jam!
In short, jam experts were asked to rank forty-four different jams, and then a group of college students were asked to do the same. How close would their results be? To cut a short story even shorter, quite close it seems: “Even those of us who aren’t jam experts know good jam when we taste it.” But then they asked the students to give reasons for prefering one jam to another. Disaster. “It’s simply that we don’t have any way of explaining our feelings about…
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