Here are a few facts that I thought you might find interesting:<\/p>\n
When we’re teaching saxophone & music to students in our studios, we need to be creative and find ways to allow students to try out different things and work with us to find solutions to the hurdles they’re facing. We can’t just be telling them stuff for 30 or 60 minutes. It doesn’t work. Even for beginning students.<\/p>\n
I’m sure we can all think of examples of teachers we’ve had, that have droned on for the entire class, whatever the subject matter. Did that work for you? Sure didn’t for me. The teachers that stand out in my mind, were the ones that gave me the information in chunks, and where I got to do something with that information immediately. That’s the information I remember…Whatever the subject was.<\/p>\n
Here is where what we call the “3 Ds: Demonstrate, Describe, Do”<\/span><\/strong> come into play.<\/p>\n Playing the saxophone is part psychomotor skills & part cognition. (There is another part too, but I’ll cover that in more detail in another post later.) The concept of the 3 Ds, is to combine the cognitive and psychomotor skills (regardless of what the student is learning) together into an effective learning process.<\/p>\n Using this approach with students I’ve found is a really effective way to engage them in the learning process, no matter what level they’re at.<\/p>\n","protected":false},"excerpt":{"rendered":" Here are a few facts that I thought you might find interesting: People learn only 20% of what they hear. When people hear and see …<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[90],"tags":[647],"class_list":["post-739","post","type-post","status-publish","format-standard","hentry","category-teaching-saxophone","tag-teaching-saxophone"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n