The reluctant recitalist.

The reluctant recitalist. The "reluctant recitalist re��cit��al?n.1. The act of reading or reciting in a public performance.2. A very detailed account or report of something; a narration.3. A public performance of music or dance, especially by a solo performer. ." We've all ad one studentat one time or another who just doesn't want to perform on therecital Recital - dBASE-like language and DBMS from Recital Corporation. Versions include Vax VMS. . What should we do? I know that my studio policy clearly statesthat all students beginning at a certain level will be expected toparticipate in specified recitals throughout the year. The studiocalendar is published and distributed prior to the start of the schoolyear. Those students shouldn't have any reason not to be a part ofeach recital--or should they? First, it's important to find out why the student is reluctantto perform. In my experience, it's frequently "stagefright stage frightPerformance anxiety, see there ." I know that even after decades of performing, I sometimesstill feel those butterflies in my stomach before a performance,especially when I'm in unfamiliar surroundings. I believe there isa certain amount of anxiousness that accompanies even the seasonedperformer. Without a little extra adrenalin, there would be lots ofboring performances. Now back to those reluctant students--I don'tthink kids are afraid of the "stage" they are afraid of beinga failure. I wish it were called something else. How can we help our students minimize the anxiety they may feel? Ithink it's important to acknowledge the student's feelings.Try to think back to a time that you were suffering from stage frightand remember how you felt both emotionally and physically. Then talk tothe student, and parent if necessary. This empathetic em��pa��thet��ic?adj.Empathic.empa��theti��cal��ly adv. approach can workwonders. Try to use words that will validate the student's feelingsand show respect and care as they struggle with the issue. I am also a firm believer that students should do lots ofperforming as they are studying--teachers should organize events thatare not formal, but rather a time just to share music. Gone are the daysof people gathering in someone's living room and just playing theirinstrument for the enjoyment of others. So, a teacher now bears theburden of setting up performance opportunities such as nursing homes andretirement communities, children's hospitals This is a list of children's hospitals. See also Pediatric Care. InternationalShriners Hospitals for Children, North America. AustraliaNew South Wales Royal Alexandra Hospital for Children, Westmead, NSW , church andaccompanying opportunities. Encouraging students to play for family andfriends at any opportunity is also something I try to do as much aspossible. Simply playing a few favorite pieces the next time thegrandparents grandparentsnpl → abuelos mplgrandparentsgrand npl → grands-parents mplgrandparentsgrand npl come to visit can really help. Also, students should beencouraged to sign up for school talent shows, as well as adjudicatedand non-adjudicated events. I try to get students to learn at least one piece so well that theycould play it on the spot anytime, anywhere. And while most teacherswant students to memorize mem��o��rize?tr.v. mem��o��rized, mem��o��riz��ing, mem��o��riz��es1. To commit to memory; learn by heart.2. Computer Science To store in memory: recital pieces, perhaps you can allowbeginners, especially youngsters, to use music at their first fewrecitals. As you and the student feel more confident with thestudent's memory, you could require him or her to memorizeperformance pieces. Performances should be recorded and/or videotaped so kids cansee/hear themselves performing and see their successes first-hand.Students should be told regularly that no matter how they do--they are asuccess for having performed for others. The only difference betweenseasoned performers and students who are scared is experience. Another teacher who works in my studio has a trick or two that sheuses with younger students on recital day. She gives them something tooccupy their minds while they're waiting their turn to perform. Shehas them count squares in a mosaic art piece on the wall, count thenumber of people with brown hair or some such "assignment" tokeep them from becoming worried about their performance. Whenever I have a "reluctant recitalist," I encouragethat student to follow these performance guidelines guidelines,n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. : * Know the piece(s) backwards and forwards if playing from memory,having played it many times both with and without the music. Even beable to play it on a table top away from the piano--be able to startanywhere in the piece--have beginnings of sections well learned so youcan move to there, if necessary. * Get a good night's sleep before the performance. * Eat healthy foods, but not much before a performance. * Learn how to breathe in Verb 1. breathe in - draw in (air); "Inhale deeply"; "inhale the fresh mountain air"; "The patient has trouble inspiring"; "The lung cancer patient cannot inspire air very well"inhale, inspire and out, and relax. * Visualize prior successful performances. * Repeat affirming statements. * Be around people who are supportive and don't make younervous. * Read a book. * There is a certain amount of response that the body will have toanxious moments, and that really can't be helped--every body isdifferent. Finally, keep the lines of communication "Lines of Communication" is an episode from the fourth season of the science-fiction television series Babylon 5. SynopsisFranklin and Marcus attempt to persuade the Mars resistance to assist Sheridan in opposing President Clark. open between you, thestudent and the parents. Working together, that "reluctantrecitalist" can become the "ready recitalist." Rachel Kramer, NCTM NCTM National Council of Teachers of MathematicsNCTM Nationally Certified Teacher of MusicNCTM North Carolina Transportation MuseumNCTM National Capital Trolley MuseumNCTM Nationally Certified in Therapeutic Massage , MTNA's member liason is also president ofMusic Learning Center, Inc., in Cincinnati. In addition Kramer isassociate music director of St. John's Unitarian UniversalistChurch, and the accompanist for MUSE--Cincinnati's Women'sChoir, the Wilmington College Wilmington College may refer to: Wilmington College (Ohio) Wilmington University, formerly known as Wilmington College in the state of Delaware University of North Carolina at Wilmington Choral cho��ral?adj.1. Of or relating to a chorus or choir.2. Performed or written for performance by a chorus.[Medieval Latin chor and the Voices of Freedom.