QUOTE(sarah-flute @ Jul 3 2005, 10:28 PM)
Actually, Sarah, she is violin-mad! We didn't time her but I guess, she started about 20 mins in the 1st term, went up to a total of 40mins or 1 hr somewhere in the 2nd term (split twice a day), and then now, in the 3rd term, I guess, a total of 2 hrs a day (1 hour be4 school and 1 after school).
I think if she's doing an hour's practice at 8 then she's pretty dedicated and must be enjoying it, which is half the battle! I'm sure all the rest will come with time.
BUT now that her karate's grading test is coming up, she's gone back to a total of 1.5hrs a day, I suspect, always split into 2 sessions. She does not practise much on Wed except 0.5hr for scales only (nothing more) as it's her karate day. She wants to do her best for her karate.
I try to tell her to take it easy all the time!!! When her head told me she's exceptionally gifted and talented (to finish 3 grades in 8 months), I HAD to and DID say - and I'm not being British-style deprecating here but - Just ASK her how much she practises, madam! It's sheer hard work.
Come to think abt it, I think I realise now WHY she takes such a long time! It's because her practice is [I]never
time-bound. It's TASK-ORIENTED. She has a list of small tasks and she has to master them one by one by the end of the term in her opinion. Yes! She takes a long time bec the tasks are many and she has to master them ONE (like shifting last term and vibrato this and future terms...) at a time - hence her LONG practice!
Let me give you an example, when she learns shifting, she does it EVER SO SLOWLY just to make sure it sounds absolutely right - no slight clicking sound which results when releasing too late, she says and no jerkiness which comes if I release my finger too fast before sliding.
Another reason why she takes so long - one hour - is, she has to get ONE BAR sounding not only seemingly to her imperfect
(1) correct but also
(2) nice "NICE SOUND, PLEASE" (teacher's word)
before she then moves on to the next BAR - this is a VERY SLOW process! Will drive most kids MAD!!! But not a girl who's dedicated to her music.
Before you know it, hey presto - one hour is up!
IT wasn't long! She does take a short break in the middle after her scales. She has never liked scales even though they are her strongest point so she feels she deserves a break or at least an ice lolly after scales (and arpeggios) and before attempting her pieces. I forgot to say she RUSHES through what she does not like - scales and sight-reading!
I REALLY THINK IT IS UP TO THE THE TEACHER TO ADVISE EITHER WHAT EXACTLY OR HOW TO PRACTISE, in general. IT MAKES A REAL DIFFERENCE to the student's motivation. She has a BRILLIANT teacher! What I don't get is why he thinks her ears are OK or rather, will be OK with time(?), when they are clearly not, as she has to rely on her mum's adult ears from the kitchen for her scales and arpegs![/I]