Trumpet Lesson Reflection

There are many things I noticed during the first five minutes of this lesson. First, it was very difficult to approach a student about playing an instrument that I have no mastery of. I believe that teacher modeling, especially in music, is the single most important dynamic in a classroom- and it was very difficult for me to talk to a student and get them interesting in playing an instrument without being able to model it. I had planned to spend the first five minutes talking about the student's musical preferences as a gateway to learning about music in general, and I was surprised by the "student's" responses that they didn't really listen to music and didn't really care too much whether they learned the instrument or not. That said, I think these are relatively realistic responses rom a 6th grader who is self-conscious and not entirely committed to the process to begin with.

I think that I would have focused even more time and attention than I had planned in the lesson toward starting that conversation about music with the student and helping them to open up. Developing a personal connection to music is more important than anything I can teach the student about their instrument, because it is what will inspire and motivate them to practice and work outside of the lessons.

Looking back I also agree with Mr. Schneider that the beginning of lessons like this in a larger context (music class, band, etc.) would need to be dedicated toward establishing routines- especially once the instruments come out of their cases.

When I look back on my first guitar lessons as a kid- I know that one of the most important things my teacher did was get me playing something I recognized and liked right away- in the first lesson. Hearing myself play something that quickly was a huge motivator for me moving forward. I don't know how well this translates to other instruments, particularly because they require more physical technique to make sound- but I would certainly be looking as hard as I could for the equivalent material so that a student could be impressed with him or herself as soon as possible. It's very hard for a kid to feel truly proud that they held the instrument correctly or followed a procedure like a pro- so I think the first lesson needs to include something they can run home and tell their family and friends about- I just don't know what it is necessarily (with band instruments). What does everyone think?