Musikal Journeys: The Story of Marina Obukovsky

"If you work hard, I know you can achieve anything."

Below is an interview with the wonderful Suzuki piano teacher trainer, Marina Obukovsky, who teaches at the School for Strings in NYC.  I had the opportunity to work with many of her students when I coached chamber music at SFS, and I saw the amazing combination of seriousness, warmth, and dedication that she gave to her students and families, and the results of that in her students' lovely playing.   Now, I'm thrilled that two of the teachers she's trained  are teaching at the Music Conservatory of Westchester, where we are building a Suzuki piano program.  

Please enjoy this interview with her:

Musikal Journeys: The Story of Marina Obukovsky

The literal meaning

"How would you like to play a Twinkle to warm up?"

"I'm going to show you how a frog plays the violin!!!"

 

Group Class: Reviewing Older pieces, and Ensemble Playing

Group classes are important for so many reasons!  

Lately, I have been inspired to help my group classes strive to play as an ensemble.  My hope is for them to feel the importance of playing the same way--putting the good of whole as most important for that brief moment of each week.  I want them to move their bows together precisely, as a "school of fish", and to hear subtle phrasing and change dynamics together.  When everyone really listens and watches, and tries to match what is going on around them, magical music making can happen!  

I've also recently rediscovered (again) how much goodness there is that can be squeezed out of the Twinkle Variations.  They are set up perfectly to work on bow articulations, and precision of rhythm.  Of course this was Dr. Suzuki's idea!  But, even my late book 1 through Book 3 students are improving so much by revisiting them in group class.  

Here is an article from Parents as Partners Online (2012) by Jennifer Burton.  It has wonderful explanations for why group class and reviewing are so good for your child.

Click here:

The Importance of Group Classes, by Jennifer Burton

101 Ways to differentiate a scale, by Lisa Burrell

This is especially interesting for those of you who attended Lisa Burrell's Feldenkrais Workshop at Music Conservatory of Westchester on March 13.  Lisa is a close friend of mine, and a wonderful colleague from whom I gain so much inspiration.  We have the liveliest of discussions about pedagogy and movement!   Those of you who've studied with me may see some traces of these ideas in my teaching, although certainly not exactly the same.  

Please read over the list and try some of these ideas at home.  It doesn't have to only be in scales, either.  You could try them in a piece or in a small section of a piece.  

Please click here:

101 Ways to Differentiate a Scale

Article: Bribes vs. incentives

Often parents tell me that they feel guilty for the "bribing" they do to accomplish daily practice.  Sometimes they are concerned that their child is not self-motivated to do their practice. 
My explanation has always been that as a parent, you do things with your child that are rewards (dessert, toys, watching videos, fun activities, etc.) so it makes sense to get your work done first and do the reward after.  I'm afraid that sometimes seems over simplified.  Here is a short article about the difference between bribing and using incentives and rewards.  I like this explanation.

Click here:

Article: Bribes vs. Incentives and Rewards

Charts

Using a practice chart can be very helpful in setting goals, measuring progress, and aiding in motivation.  

I recommend making a chart and setting up a reward system.  A small reward for 5 days of practice, a medium reward for 10 days, and a big reward for 30 days of practice.  The rewards can be tailored to your family, and should be something that you and your child enjoy.  It can be as simple as spending time together doing something fun, like baking or a bike ride or doing a puzzle together, or a trip to a favorite place as the grand finale.  Choose things that you like to do together and really play up how excited you are about reaching the goal together.  

I sometimes use charts in lessons when doing repetitions.   Each time the child completes a repetition or small task, I draw something in the box, or the child draws something, depending on what they prefer and how long it takes   Yesterday I was in a lesson with a student who is polishing Gossec Gavotte for a recital that is very soon.  I wanted to do a bunch of repetitions of "the tricky spot" with her, without creating stress about that spot.  So we made a chart with 12 boxes.  I would draw whichever animal she asked for.   She was very interested in my drawings, and didn't seem worried at all about repeating it so many times.  (Also, it was quite cute, because when I commented on a few of my drawings looking odd, she was very quick to tell me how good they were.  It gave her a chance to offer me support when I expressed insecurity or uncertainty about my drawing skills.  I think this is a nice way to show that we all have a variety of skills in different areas, and that even though I'm a little nervous about drawing, it doesn't stop me from trying.  Hopefully that message will get across to her in a subtle way.  And I appreciated her sweet comments.)

Below is a chart that I myself am currently filling.  It's not a practice chart, but something I am keeping track of for myself health-wise.  I find it very helpful to see my progress, and I do find it rewarding to fill each box.  I spend a moment congratulating myself for another day accomplished toward my goal.  Plus, I am working on my skill at drawing dogs, which needs some work, but I enjoy it!