Teaching.

[Kristinn Leifsson]

At 21:51 9.1.2001 -0500, you wrote:
>Hi everyone:
>(and breaking their first
>string...heh)
>Barb McHugh

Ahem, "having their first string break."  Very important difference.

A late teacher in Vancouver WA used to play a major seventh when testing an 
octave and say "Hmmm, there´s something wrong here!" to the students.
Since most of the students were blind and couldn´t see "le spoof", this 
yielded tremendous results in student acuity. <g>

I also remember when my teacher Ken Serviss was grading my work.  If there 
was something wrong he said so right away, and didn´t waste any time.
If I did something well, he didn´t say anything for 6-7 seconds.
He was obviously choosing his words carefully, I knew that I had done 
something well before he even said a word.
When he started talking it was usually "In my opinion" or "I 
think"  followed by another 4 second silence.  Silence is good.

Richard, when I came to the school they started me out on unisons right 
away (I hadn´t even put my luggage into my room)
After I got them they had me do octaves.
After that fourths and fifths (separately), where the goal was just to make 
a good sounding interval. Then I´d try to make them good and consistent.

Then they had me do thirds, (not aiming for progression in them to begin 
with).

Then it was the first leg of the temperament (All the white notes of an A 
temperament, excluding B and E)
After that, the second leg (B and E and C#)
Then the third leg, which was the rest.
I think it is good to divide the temperament into segments.

Kristinn