“See one, do one, teach one” is a model for learning that’s been utilized in medicine for many generations.

It’s quite a helpful model, but if you’ve ever tried your hand at teaching, you know how incredibly challenging that can be. Often, teaching a skill can be even more difficult that doing the skill itself!

Like, how can we teach a student to be more expressive? How can we ensure each student has a positive emotional connection with the music at each lesson - even if just for a moment? How can we turn students into active/inquisitive learners rather than passive/compliant learners?

Laurie Scott (University of Texas at Austin) and Cornelia Watkins (Northwestern University) co-authored From the Stage to the Studio: How Fine Musicians Become Great Teachers, which is written for university studio faculty, music pedagogy teachers, college music majors, and performing musicians, who are looking to be more effective in their teaching.

In this month’s chat, we’ll learn more about the synergistic relationship between playing and teaching, the problems of dividing music students into “pedagogy” and “performance” majors, how we can teach musical expression very early on in a student’s development, how we can all become better teachers using a technique that won’t come as a surprise but most of us will probably try to avoid, how to help your students become better noticers, and much more.

Get all the nerdy details here:
Laurie Scott & Cornelia Watkins: On Going From the Stage to the Studio

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