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Joined: Feb 2015
Posts: 4,033
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Posts: 4,033 |
Memorizing the scales is very easy and can be done in a day. That's not the main problem. IMHO, it's better to work on your scales in many different ways (articulation, dynamics, rhythm, etc) than to learn them in all keys. Frankly, do you play that many pieces in D# minor that you need to have that scale under your fingers? 
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Joined: Apr 2013
Posts: 3,398
3000 Post Club Member
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3000 Post Club Member
Joined: Apr 2013
Posts: 3,398 |
If there's something you'd like to do then why not just ask the teacher? Your teacher does not have telepathy and does not know what you would like to work on, or are just curious about, unless you ask  It's not that I want to do any of those things, they are not that much fun I was simply asking because I was under the impression they were a necessary part of every lesson. That probably has to do with how I was taught as a kid, which may or may not be relevant now. Well, one difference between teaching kids and teaching adults is that adults generally know what they want to accomplish. Many teachers allow the adult students to set the agenda, viewing themselves as a coach to assist the adult student in what the adult student is trying to do. Particularly in the beginning when the teacher is getting to know the student. It really would help to ask your teacher about the overall agenda for your lessons. Does your teacher have one, or is your teacher's plan to coach you on whatever you choose to bring in? Has your teacher set long-term goals for you? Will that happen after a few months of lessons? Or will you be setting goals for yourself? It sounds from your posts that you are really yearning for this kind of communication with your teacher, and the teacher hasn't initiated it (yet), so perhaps you should.
Heather Reichgott, piano
Working on:
Mel (Mélanie) Bonis - Sevillana, La cathédrale blessée
William Grant Still - Three Visions
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Joined: Feb 2016
Posts: 272
Full Member
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OP
Full Member
Joined: Feb 2016
Posts: 272 |
If there's something you'd like to do then why not just ask the teacher? Your teacher does not have telepathy and does not know what you would like to work on, or are just curious about, unless you ask It's not that I want to do any of those things, they are not that much fun I was simply asking because I was under the impression they were a necessary part of every lesson. That probably has to do with how I was taught as a kid, which may or may not be relevant now. Well, one difference between teaching kids and teaching adults is that adults generally know what they want to accomplish. Many teachers allow the adult students to set the agenda, viewing themselves as a coach to assist the adult student in what the adult student is trying to do. Particularly in the beginning when the teacher is getting to know the student. It really would help to ask your teacher about the overall agenda for your lessons. Does your teacher have one, or is your teacher's plan to coach you on whatever you choose to bring in? Has your teacher set long-term goals for you? Will that happen after a few months of lessons? Or will you be setting goals for yourself? It sounds from your posts that you are really yearning for this kind of communication with your teacher, and the teacher hasn't initiated it (yet), so perhaps you should. Yes, I guess I would like some sort of structure, but the reason I haven't initiated this discussion with my teacher is because she will ask (and she will be right) "What are you trying to achieve?". Once I solidify in my mind what exactly I am trying to achieve beyond what I already told her, which was a general "I would like to play better for friends and family and develop a repertoire", I will have another conversation with her.
Yamaha U1
Yamaha CLP 545
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