Grocery Shopping, Greeting, Gratitude & Connection: Part 3 Lesson

Grocery Shopping, Greeting, Gratitude & Connection: 

How we greet each other and establish a connection right from the start is important at every lesson. Teacher and student create the time and space for this to happen. This is the part of the lesson that is like selecting the exact ingredients that you need for a complete recipe. You have selected the recipe and are now at the grocery store. You remember what you need, what the student needs. You are looking for it in the moment to see what they have today. What is fresh, what do you notice? What may have to be substituted or improvised? We look, listen, feel and are grateful for what we have. 

This is all a form of LISTENING - The Art of Listening...

Greet each other acknowledging this important time you have together. Look in their eyes for a genuine moment and show your caring for them and your respect for the lesson and the music.


Notice their breathing with interest and kindness as they enter. What do you observe? 
Is it flowing or held?
Is it weak or strong?
Is their audible sound when they breath in or out?
Do their ribs move freely as they breath?
Is their a natural rhythm to it?...


Begin to connect and hear the sound of their voice. 
What is the tone of their voice? What qualities does it contain today? Is it higher than usual? Is is lower? 
What is the rhythm of their words? Are they animated, carefully chosen or lacking in energy..? 
What is the dynamic of their greeting? 
What kind of expression are they showing you in their greeting?


Observe the students body language. 
How are they walking into the room? 
Is it light and flowing, heavy and plodding? Jumpy, fast, slow...?

Are they aware of their whole self? 
Is their head balanced on top of their spine with ease? 
Is their a sense of balance and freedom of movement?
Would you describe it as connected or separate? Unknowing or knowing their body. Aware or not aware?...  

How would you describe their body language today? 
Is it one of:
confidence, doubt, openness, fear, hope, caring, happiness, sadness, freedom, respect, gratitude, excitement, balance...?

So, you have a plan and now you have observed what is in store for you. 
How would you like to proceed? What will you select today?

How about a few words of gratitude? Something authentic for you to express. 
Perhaps something like: 
So happy you are hear today.
It is lovely to see you again.
How wonderful that we have this time together with music and our flutes.
We are so fortunate to be able to make some music together.
I am excited to be here and for us to learn something new today...

Or you may say them silently too...

This kind of greeting, connection and gratitude sets the tone for a  lesson. One that creates an air of awareness and a promising beginning for a wonderful lesson.

Next, part 4, is to look at the Recipe that was given from last week     ( I have my students keep a notebook and 3 ring binder) and to see what the student has made.

Thank you,
Jennifer 

Preparation, Planning & Personal Consideration: Part 2 Wonderful Lesson

A Wonderful Lesson and a Great Meal both include:

Preparation, Planning & Personal Consideration.


What are you thinking about in between lessons/ meals, for your student/s? What have you asked them to do? What have their band/orchestra directors asked of them?

What new menu are you planning?

What are they finding difficult and need help with to transform and grow? 

What kind of recipe can you make to help them move through this?

Are they improving and growing via the nourishment you provide and are they feeding them self in between lessons?

Is their menu of growth and nourishment motivating and inspiring them?

What are their future goals and dreams? How are you going to design their individual lesson and practice? What kind of new recipe, menu do they need that is delicious and nourishing for them?

Recipe for a Wonderful Lesson - part 1 of 12

 What makes a wonderful lesson?  

For one of their final projects I asked my pedagogy students to consider and write about what makes a wonderful lesson. They were to use all that we had been studying, their education as musicians and personal life experiences. I hoped that this would also bring out more of their individual teaching styles as well as honoring the art of music and pedagogy. 

I in turn, did the same assignment. To me a good metaphor for a wonderful lesson, is cooking a fine meal. There is a lot that goes into creating, preparing and cooking a lovely meal. 


“The qualities of an exceptional cook ( musician)
are akin to those of a successful tightrope walker: an abiding passion for the task, courage to go out on a limb and an impeccable sense of balance.” 
~Bryan Miller

You have to consider who you are cooking for, what they would enjoy and what is nourishing for them. You consider the environment, the time you have and the kind of meal you are creating. What kind of meal are you making? Is it a simple snack, gourmet breakfast, ethnic lunch, romantic dinner, elegant banquet or a feast...? 

How connected to and involved are you in the whole process? Are you the only person preparing and cooking? If not how are you sharing and creating this together? 

What recipes are you using? Are they yours, someone else’s or a combination?  You have to choose get to know the recipe and all of its ingredients. You have to have all of them and they are best when fresh. You know it will taste the best if all the ingredients are of highest, finest, organic quality. 

For the most wonderful meal, you have to allow for each recipe to cook as long as is needed and to be involved and connected to it during the whole process. What kind of cooking is needed? Slow, baked, boiled, broiled, grilled, rolled, tossed, kneeded, stirred, poached, fried, seared, blended, gently folded...?

How much time will it take to prepare your meal?  You are acutely aware of how the timing for each part of the recipe effects the whole meal. You are alive, in the moment as you cook it. Does it need a lot of tending, encouragement, listening... or very little... What does it require, need to become a wonderful culinary delight?

You realize that their are an infinite number and kinds of recipes, ingredients and spices. You delight in and know that each one is unique, that it takes time to get to know each ones qualities, properties, and uses/gifts.  

You learn and are amazed by how they can be combined and how each one effects the other.  What kinds of spices do you need to add?   Perhaps it is something more bold or sweet or something with more refined and subtle?  It takes an impeccable sense of balance.

What kind of mood and environment are you serving your meal in and who are you serving? How do you know when to serve it? What kind of dish do you serve it in? What comes first, in between and last? What do you add or take away during the meal? 

How do you know when it is enough, complete, finished? How does the meal end? 

What do you have to clean up after it is over? 

What do you want to remember about it ? 

And, are there leftovers to take home? What kind of container can they take it home in and bring back for more at the next wonderful meal?

Recipe for a fine lesson has: 

Teacher & Student, Ideas, Imagination, Design, Education, Passion, Practice, Play, Information, Creativity,  Innovation, Positive Attitude, Love, Gratitude, Listening, Awareness, Personality,  Guidance, Sound, Encouragement, Heart, Communication, Connection, Curiosity, Daring, Dialogue,  Joy, Delight, Presence, Looking, Focusing, Openings, Spirit, Possibility, Thinking, Feeling, Observing, Movement, Laughter,  Risking, Growth, Wonder, Authenticity, Empowerment, Direction, Dreams, Goals, Future, Hope...