|
|
|
Welcome to Amac Violins |
PREPARING FOR THE EVALUATION 1. SUGGESTIONS AND GUIDELINES FOR PREPARATION Many fears and tensions can be removed if an individual knows in advance exactly what to expect from a new situation in which he or she must be involved. For example, children and parents visit kindergarten classrooms before school begins, and children are taken on hospital tours before having a tonsillectomy. The student who is being evaluated for the first time may be apprehensive. This apprehension can be relieved if the teacher explains the situation to the student in a positive way. The student and parents should know before evaluation day that the evaluators • are very experienced teachers and understand children and young people • will not intentionally belittle or embarrass a student • will write down comments on what they hear Students who have participated in CM in previous years may enjoy talking to the newer or younger students about their experiences with CM. Peers always listen to each other well. Prior to the evaluation day, the teacher should discuss the procedure with the Branch CM Chair and then explain to the student and parents exactly what to expect. The following are suggestions on preparing for the evaluation: a. Carefully follow the rules stated at each Level. b. Discuss and plan with the student which scales, etudes, and pieces are to be played for evaluation. c. Choose music best suited to the strengths of the player, yet challenging enough to give a feeling of achievement. d. Take care that a student performs the music with the standards expected on that Level. For example: a piece marked “Allegro” should not be played “Adagio.” That would be a contradiction of standards. e. Be aware of the time allotted for the evaluation. Choose music that can be played in the allotted time, or make cuts in the pieces ahead of time. f Any piece being considered for Convention should be a maximum of 5 minutes long, either complete or with cuts. g. Allow 30 seconds for sight-reading for Levels IV through Advanced. The music will be two Levels below the performing Level and graded along with the scales and etudes as 2. SIGHT-READING Certainly every parent and student believes that one important reason for studying a string instrument is to learn to read music so that the student can play for pleasure. Therefore, this must be high on our list of goals for each student. Some helpful aids in developing sight-reading are• teach the student to analyze the music by looking at the key signature, time signature, positions needed, rhythm, dynamics, and phrasing before playing. • analyze each new piece with the student prior to the actual playing of the music • have the student play all the way through the new piece before studying it • have the student occasionally sight-read music that is not to be studied 3. CHOOSING A LEVEL There are several ways to decide on the Level for a student. The teacher can choose the best way for each individual student. Some suggestions to choose from are • register the student at the correct performance level, choosing one piece from the syllabus Level in which the student is enrolled and the other piece from either the enrolled Level, an adjacent Level or a piece not in the syllabus but of comparable difficulty. The technic must also be from the chosen Level. • register the student at the correct Fundamentals of Music skill level and adjust the pieces and technic accordingly. • continue a transfer student at the new Level and adjust the pieces and technic accordingly Be alert for the student who is a “quick learner.” If all performance requirements and Fundamentals of Music knowledge have become easy and mastered, then it may be time to skip a Level. If a student needs more time to cover the material for a particular Level, it is the teacher’s responsibility to explain to the parent and student that a second year is needed to cover this Level. The student should then repeat the Level with new music. Indicate that this is not failure. The teacher makes the final decision as to whether a student should advance to the next Level, remain on the same Level for one more year, or skip a Level. The evaluator’s decision about passing or not passing will affect only the receiving or not receiving the CM Certificate and Senior Medallion, participation in Convention programs and student eligibility for Panel. 4. TRANSFER STUDENTS Very often it takes several months for a teacher to evaluate a transfer student not previously enrolled in CM. It is only after this careful evaluation that the student should be enrolled. During this initial period, the teacher may work with the student reinforcing strong areas and strengthening the areas where there is weakness. If the student was previously enrolled in CM, the new teacher should probably continue on with the new Level. |
|
Copyright 2004 |
AMAC VIOLIN CENTER Arcadia: 626-446-0808 or 626-446-0698 Fullerton: 714-449-0188 |