Music Teachers and Students
Playing is fun, practicing is work, the more work you’ll do the more fun you’ll have.
Music is where I started teaching the essence of learning as it relates to music instruction. As such I have the most variety as to what I can do in these situations. Central to what I do are my overview presentation and Practiclasses. Other things I’ve done for residencies are described below. Custom programs to teach learning to all levels are available and residencies can be as long as necessary for long-term learning.
I also have a unique and in-depth take on music education advocacy as well as the potential role for music teachers to teach the essence of learning, necessarily present in all performance instruction, to all teachers.
The Art and Science of Learning Music and Anything Else
The initial 90-120 minute exciting overview of the cognitive and behavioral neuroscience and psychology of learning, misunderstanding of talent, the process to be great, or even good, what it takes to get it done, the reasons most don’t do it (the few who do we call, ‘gifted’), and how to get ourselves to do it. See a handout here.
Other Presentations: Within the initial presentation are numerous areas that have been expanded into stand-alone presentations including – self control, habit pattern development, mindset, deliberate practice, the misunderstanding of talent, and more. We can use past presentations or custom design one for you.
Practiclass: A masterclass on practicing. We will not work on interpretation or note accuracy, their teacher has already done that. We will work on why you are not yet achieving the interpretation or note accuracy your music and your teacher has taught you. This is done in a masterclass format – 30 minutes per student. We will solve longstanding technical difficulties in that time and teaching moments will be shared with the audience with an explanation of the applicable areas of cognitive and behavioral neuroscience and psychology to that situation.
“Gregg Goodhart offered invaluable advice on learning and practice techniques to our students through informative lectures and his uniquely insightful “practi-classes.” Music students and teachers were introduced to useful new learning strategies with fresh perspectives on essential practice habits through evidence-based approaches.”
Dr. Stephen Mattingly, Assistant Professor of Guitar, Director, Community Music Program, University of Louisville, KY
“…so I have to tell you, you fixed (my student) Domingo. I came back after vacation and he had completely changed his practicing, searched your website, downloaded all your practice tips and showed me some amazing results.”
…and three months later…
“BTW, Domingo went from last chair first violins in one orchestra to 4th chair 1st violins in the next level orchestra – made some kids mad because he skipped over them – that’s how much he has improved!
Lyda Osinga, Prelude and Central Conductor, Milwaukee Youth Symphony Orchestras, High School Orchestra Director, National Board Certified Teacher, WI
“I was really impressed that Gregg would be able to coach anyone, regardless of instrument. I was able to see it happen right after the session when he held a brief “practiclass” “
Phoebe Clark, Music Education Student, University of Georgia
Personal Practice Consultations: One on one, sessions that evaluate and improve practice. We will fix at least one long standing technical problem and work individually on the overall approach to one’s skill development. Others can be brought in as observers to learn about crafting their practice habits.
This involves having a live lesson with a student, or sitting in on a group rehearsal. It is like having an interpreter between the teacher and student/group. We can examine in detail why certain errors occur, how they are fixed, and ask why has that not been done. When we examine this, armed with research and experience, it brings the student to quickly accomplish certain things they could not do before creating motivation through accomplishment. Another area addressed is habit pattern development to build strong practice schedules relatively painlessly.
Practiclass workshop by Skype
Coaching is available around the world by video conference. Schools can choose 40 hours in the morning or evening. We will start with the 90 minute overview of how ones brain learns and how we can control that. 30 minutes for questions and changeover, then a two-hour Practiclass (Link to Practiclass description above) for four participants. The invited audience can be of any size and will be taught to problem solve in their practice along with the student,