Dear Dip list

After doing DipABRSM teaching several years ago, I feel I'm ready to take the plunge for LRSM. I have a couple of fabulous young ladies working towards G8 and G6 now and I'd be really silly not to go for it.

Can any who have gone before advise about the best way to capture the teaching practice video?

I'm tempted to record *loads* of lessons - on the basis that we'll all get used to having the camera rolling and not be fazed by it. Then to review the whole lot and pick the best of the bunch for the final edit. (And hoping that hubby will muck in with reviewing hours and hours of flute lessons .... ) I confess I've not tried it yet, but I have a sneaky feeling that some of my pupils (and me too) will freak out a bit to start with. So I am hoping that if the camera is there for several weeks, we'll get used to it. (Hmm maybe not)

Can anyone shed any pearls of wisom on the most effective way to do the recordings? Has anyone had any teen strop / frustration / etc on their videos? I think this is my point. It happens, does't it? Or are all the recorded lessons meant to be stage managed down to the last detail. I can't buy that, I can't see that ever working ...

Looking forward to hearing your wise thoughts

Julie

Hello there. As no one has replied yet I thought I would share my thoughts. When I videoed my lessons I chose not to have any run throughs. I found that the pupils I used were totally relaxed about being on camera. That said you might find it useful to video a couple of lessons before hand so that you have a chance to watch and listen to yourself. I did not find it a comfortable experience watching myself at first but it was extremely enlightening to hear and see myself. I noticed things about my tone of voice and demeanour which I was not happy about. For this reason I think videoing the lesson is so valuable - but for us as teachers really.

I totally agree with you that you don't want to stage manage anything. You want to be as spontaneous, encouraging and creative as you can. Why don't you video a couple of lessons and watch them back to observe your own teaching behaviour. When you come to videoing the actual lesson for the diploma try not to make a big deal of it with your pupil. I think I am right in saying you have to video a lesson straight through without edits and another, which can be edited, focussing on a couple of teaching areas.

I helped a clarinet teacher with her LRSM preparation and it was fascinating to watch her video with her. She could see immediately where she could improve her teaching. For example she didn't pick up on the pupils obvious boredom at times. also she didn't look at him to check his understanding. Some of her explanations were unclear and so on. Once we have seen these things it is very easy to correct them. This teacher went on to get a very good mark in the case study and video part of the exam.

My last thought would be to urge you to see this as a positive learning experience. Don't see it as a chore. I am sure you will really benefit from doing it. The pupil I videoed for my CTABRSM course was a little girl of 7 - she is now almost 21 and I am going to give her a copy for her Birthday - and yes, she is still playing the piano.

Thank you Margaret, all your points are really helpful. I'm planning to do a bit of recording next Saturday!

Hope it goes well for you, juflute