Let's Define What We Consider To Be 'appropriate' Physical, ...with the intention of submitting it to the ABRSM Options

[twinkle]

Hi everyone

The topic on this forum about physical contact, and the videos made by the M.U. and N.S.P.C.C. in conjunction with the A.B.R.S.M. have really bothered me. The videos, which evidence a poorly thought-out and badly realised strategy are a mockery of the important issues they attempt to address. I think a much better job could be done.

I plan to write to the AB with words to this effect, and would like to collect constructive criticism about how other teachers on this site feel guidelines could be presented. I imagine, after reading people's comments on the other thread, that you all have lots to say, maybe?

So, on this thread, I request that people explain the way they use physical contact, and why they do so. Also, it is important to address the reasons and situations where sometimes physical contact is not appropriate and the considerations a teacher ought to have regarding this topic. I shall start the ball rolling with the following:

- For many instrumentalists, there is a tendency for tension to be stored in one's shoulders and elbows. A teacher can help the student to become more aware by lightly (and briefly) touching the student's shoulder or arm. There is no need to grab, push, pull or press the body and it is good to remember that a verbal explanation and visual signs (such as the lowering of a hand to signify a lowering of the shoulders) are also useful tools. But, by using light physical touch rather than language whilst a pupil is playing, the region of the brain associated with language can be devoted to decoding the score, the student's listening will not be impeded by extraneous (spoken) sound and therefore the teacher's guidance can be less invasive.
- It is neither necessary or appropriate for a teacher to position his/her face within close proximity of the student's. This can be intimidating and overly-intimate.

N.B. In countries outside the U.K. other conventions and guidelines apply. Also, as obvious as it sounds, teachers employed by schools and other institutions are bound by the rules of their employer.

[jacobvaneyck]

I may have taken the video more seriously if it demonstrated 'minimal touch' approach, eg. gently moving the boy's hand to start and leaving him to it after then, explaining what he was doing and why. This would be more in line with what most teachers would like accepted. Obviously it is staged, but the 'verbal correction' is not even plausible in this case, though it is of course the first option we go through. On a more cynical note, I would liked to see a female teacher involved, just to remind people it applies to them as well.

[Seer_Green]

On a more cynical note, I would liked to see a female teacher involved, just to remind people it applies to them as well.

I agree, and I will be making this point very clearly to the Board.

[Jane S]

I think this is a very good idea. Personally, I do use the minimal touch approach, and explain or ask permission before contact is made. However, when playing duets on the piano, touch is often inevitable and should not be considered dangerous or risky. When working on correct hand position, moving the hand is often appropriate, particularly with young children, where complicated instructions are just confusing. I agree with the comments about arm and shoulder tension too.

Yes, there are those out there who are prepared to abuse the trust placed in them, but by casting all adults who come into contact with youngsters as being potential abusers is in itself harmful and pollutes the relationship between student and teacher.

[vectistim]

- For many instrumentalists, there is a tendency for tension to be stored in one's shoulders and elbows. A teacher can help the student to become more aware by lightly (and briefly) touching the student's shoulder or arm. There is no need to grab, push, pull or press the body and it is good to remember that a verbal explanation and visual signs (such as the lowering of a hand to signify a lowering of the shoulders) are also useful tools. But, by using light physical touch rather than language whilst a pupil is playing, the region of the brain associated with language can be devoted to decoding the score, the student's listening will not be impeded by extraneous (spoken) sound and therefore the teacher's guidance can be less invasive.

My (French) singing teacher is quite keen on some physical contact at times,
eg: placing my hands (usually the back of the hand) on her during breathing exercises to feel diaphragm and intercostal type muscle movements. On one occasion it was a bit like being back in a rugby maul as she wanted me to hold my ground whilst she pushed firmly on my lower back.

- It is neither necessary or appropriate for a teacher to position his/her face within close proximity of the student's. This can be intimidating and overly-intimate.

I've had this whilst she's been listening to quiet quick repeated breathing (like a dog panting, but faster and as quietly as possible) and so she can try and see the effects of me trying to lift the soft palete at will (rather than just hearing the effect whilst singing).

OK, the above instances were as an adult. As a child I don't remember either piano teacher using touch, but my viola teacher certainly did so - pushing my left elbow further under, adjusting the flow of my right arm whilst bowing, and then moving my left hand/arm for vibrato.

So, I'm not sure I agree with the no need to push, pull, press the body, I can see these as useful for identifying muscles involved in breathing and strengthening those muscles. Do any woodwind/brass teachers do anything along those lines where a lot of air and a lot of breath control is required?

[corenfa]

...

So, I'm not sure I agree with the no need to push, pull, press the body, I can see these as useful for identifying muscles involved in breathing and strengthening those muscles. Do any woodwind/brass teachers do anything along those lines where a lot of air and a lot of breath control is required?

My horn teacher did all of the things that you describe your teacher to have done. Like you, I was an adult student. I don't think I'd have made as much progress without the physical demonstrations that she did- reading or hearing words about how to breathe just wouldn't have worked.

[sbhoa]

One problem with verbal instruction to correct things like hand position is that it can make things worse.
In trying to follow even the clearest instructions tension is often increased rather than reduced and this can also be the case when asking a student to copy your own movements.

As an adult I've found it really strange when I've had teachers who are obviously keeping a distance.

[Aquarelle]

Anyone who has taught young children knows that verbal explanations are often totally misunderstood. Sometimes they are not just misunderstood but not understood at all. Such explanations require the ability to listen carefully, internalize and interpret a series of words and sentences. These words and sentences will frequently imply a clear understanding of the vocabulary used and the spatial references made. Many children will be able to understand this type of language but very many simply can?t.

Take the simple act of making a beater rebound on a chime bar. Lots of children do it naturally. But when a child doesn?t understand you can talk about bouncing balls until you are blue in the face I once asked a five year old to make a ball bounce so as to illustrate the rebound of the beater. All I wanted him to do was drop the ball on the floor with sufficient energy to make it bounce. His co-ordination was so poor that he could only throw the ball aimlessly. And you can demonstrate as much as you like. If the child can?t interpret your movements and transfer them to himself than there is only one thing for it. Take the arm gently and firmly and after a few goes the movement will start to come.

The same type of situation arises in piano lessons when you are trying to get fingers spread out or hand positions or posture to be correct. Demonstrating can work but not always, particularly when it involves mirror imaging.

I touch younger children without hesitation ? whether in the classroom or in a one to one situation. I never even think about it. I just do it naturally when the need it occurs. As they get older the need to touch decreases because their comprehension of language increases. I certainly never say to a pupil ?Do you mind if I touch you.? I simply say something on the lines of "Can I just show you by moving your arm/wrist/fingers ?

"Frankly the ABRSM videos are a disgrace. They are insulting to teachers, they show considerable ignorance of the way young people react and as far as helping parents to have confidence in the judgement of professional people ? well the less said the better. They do nothing other than pander to the ridiculously ?political correct?.

[Dulciana]

Once so-called guidelines are established and boundaries defined, the pathway is opened for those who have a gripe with a teacher to stage an incident of inappropriate behaviour. And once we over-question what is appropriate and what is not we end up being scared of any physical contact at all in case it is misconstrued. I had a very young pupil fall on the way in yesterday and had to wipe the blood off. I certainly didn't think to ask permission to touch in order to do this! I also hope and assume that the parents will not be suing me for personal injury because of the fact that the child fell in the door in the first place! What would official guidelines achieve? 'This is a list of what the teacher is allowed to do - but only with permission'? And 'This is a list of what you can take the teacher to court for if you're short of money...?' I mean, the adverts on TV are telling us all that it's 'no win no fee', and are practically telling us that we're mad not to try for whatever compensation we can get. Do we really want to provide these lawyers with a comprehensive list of what they can get us on? Please let common sense prevail here.

[TeacherNumberOne]

Once so-called guidelines are established and boundaries defined, the pathway is opened for those who have a gripe with a teacher to stage an incident of inappropriate behaviour. And once we over-question what is appropriate and what is not we end up being scared of any physical contact at all in case it is misconstrued. I had a very young pupil fall on the way in yesterday and had to wipe the blood off. I certainly didn't think to ask permission to touch in order to do this! I also hope and assume that the parents will not be suing me for personal injury because of the fact that the child fell in the door in the first place! What would official guidelines achieve? 'This is a list of what the teacher is allowed to do - but only with permission'? And 'This is a list of what you can take the teacher to court for if you're short of money...?' I mean, the adverts on TV are telling us all that it's 'no win no fee', and are practically telling us that we're mad not to try for whatever compensation we can get. Do we really want to provide these lawyers with a comprehensive list of what they can get us on? Please let common sense prevail here.

This I think is the most sensible thing I've read on this subject.