I’ve blogged previously about getting my students to give more than pat answers about how they think their playing sounds:
It’s an ongoing battle to get my students to listen more deeply than that. Was the articulation “not good” because it started with air noise instead of tone? Because it was accompanied by an unwanted percussive sound? Was the articulation technique perfect but you failed to follow the composer’s markings? Or was it something else?
The next step is getting students to make a clear, actionable plan to improve. That conversation often goes like this:
Me: Okay, what are you going to do to improve that aspect of your—
Student [rolling eyes]: Practice.
Me: Well, obviously. But how are you going to prac—
Student [sighing]: Keep practicing until I get it right.
Me: No, I mean what specific practice tech—
Student [through clenched teeth]: Use a metronome.
In other words, the “plan” is usually to suffer for a few hours in the practice room, and maybe, against all odds, emerge with the problem magically fixed.
But practicing without a plan rarely produces the desired results. I’m much more optimistic about the student’s success if they can tell me something like: “Well, I need to slow this way down, slow enough that I can get it exactly right, and use the metronome to make sure I’m not rushing. When I can play this passage with the correct articulations 10 times in a row without mistakes, then I’ll inch the metronome up by a couple of clicks and try again.” That’s a clear commitment to a tried-and-true method. It will probably be a much more productive and satisfying practice session, which means the student is more likely to put in some more good hours the next day.
Less-experienced students might have a smaller repertoire of practice techniques, and I consider it a lesson-time priority to teach them more of those techniques. Trial and error in the practice room will help them refine these techniques, and determine which ones are most effective for them.
Productive practicing requires identifying an area to improve, selecting a technique (or series of techniques) to apply to it, evaluating progress, adjusting the practice technique as needed, and noting what does and doesn’t work for future practice sessions.
