Moving from a D to a C is hard. In a math class this means being going from showing up and being lucky and on which homework assignments are being graded and which test questions are asked to actually knowing a good portion of the material (70%). I have been finding this transition equally difficult in music. I have a new song, A touch of baroque, that has a measure of slurred notes (that means you don’t stop the note with your tongue before moving to the next one. Instead you allow them to “slur” together.) After practice, I am able to do this pretty well….except from D to C. This is because you go from all your fingers on the saxophone to just one, and change the way you form your mouth (embouchure) all at the same time.
Moving up a grade in math class sometimes just means you need to do one more assignment or be more careful on problems, but often it involves a conceptual leap, especially if assessment is based on understanding and applying the material (as it should be.) Understanding procedure is much different than applying it in both music and math. I often see students heads nodding along as explanations are given. They even say they are totally ready for a test or quiz. However, when they are asked to solve a problem on their own, some of my nodders struggle. The same is true in music. I understand how to play a D and I understand how to play a C. I understand I need to slur theses notes together in a run. I can even express this in writing. However, actually doing it requires more, I have to apply and practice it in different ways. I am definitely struggling and at times frustrated (as anyone trying to learn something new might be.) While it helps to get tips, this is going to be one of the leaps I need to make before I can play this piece.
Moving up a grade in math class sometimes just means you need to do one more assignment or be more careful on problems, but often it involves a conceptual leap, especially if assessment is based on understanding and applying the material (as it should be.) Understanding procedure is much different than applying it in both music and math. I often see students heads nodding along as explanations are given. They even say they are totally ready for a test or quiz. However, when they are asked to solve a problem on their own, some of my nodders struggle. The same is true in music. I understand how to play a D and I understand how to play a C. I understand I need to slur theses notes together in a run. I can even express this in writing. However, actually doing it requires more, I have to apply and practice it in different ways. I am definitely struggling and at times frustrated (as anyone trying to learn something new might be.) While it helps to get tips, this is going to be one of the leaps I need to make before I can play this piece.