. . . but more than one does! There is a plethora of different, divergent, sometimes apparently diametrically opposed, functional paradigms about brass playing; yet many are talking about the same elephant; for example. It takes a lot of confidence to perform at the highest level. If a robust belief system enhances confidence, great, but perceptions of "truth" can vary considerably.
Switching horses (or roads – or teachers – or elephants) mid-stream is lateral motion, not forward. Doing so frequently, or trying walk more than one path at the same time, can create a labyrinth from which some never escape. Or, as Confucius (may have) said, “the man who chases two rabbits, catches neither.” Even so, one's musical path is life-long and usually involves several different guides along the way.
Keeping a student pointed in the right direction, down the center of the "road," can require a lot of course correction. Depending on which “ditch” on which “side of the road” a given student is veering toward at a given moment, course corrections can appear contradictory – particularly when students compare notes. Advising students the guidance they receive is specific to them – at that point in time – and not necessarily LAW – is important! They (or one of their pals) will likely be told something 180° in the "opposite direction" in the future – for good reason. This may be why some teachers choose not to write books. I’m told James Stamp said: “Teach the student in front of you.” Sage advice!
However, the teacher doesn't actually “teach” anything. The teacher shows the student what needs to be learned. It is up to the student to learn it – hence, work! A good teacher can illustrate, inspire, encourage, etc., but if the student doesn't do the work, not much will be learned.
"With the majority of pupils, a thoroughly schooled and ably trained teacher can shorten their periods of work enormously and spare them from making fatal blunders in the path of progress. Even here, however, every frank teacher will admit that the pupils who make the real advance are those who realize that their success must depend upon their own initiative, hard work and the preservation of their personalities as artists. The pupils must lend himself to the teacher's leadership; but, if he imagines that a great teacher with a great name will carry him to triumph unless he (the pupil) supplies ninety per cent of the effort (the motive force), he is doomed to disaster." – Leopold Godowsky
"The players/teachers do what they do; they tell the student what they think they do; the students think they heard what the teachers said about what they think they do; the students then try to do what they think the teachers said about what they think they do." – wise words attributed to Denis Wick.
Those who are gonna figure it out, will figure it out – sometimes all on their own. But a good teacher can keep 'em pointed in the right direction – and outa da ditch!
Or . . . as a Tennis Legend (perhaps Sampras) once said, when asked how they managed such incredible pinpoint accuracy when serving, "I don’t know. I just throw it up, hit it, and it goes where I want it to.” That said, I’m pretty sure he had a coach or two along the way.
Switching horses (or roads – or teachers – or elephants) mid-stream is lateral motion, not forward. Doing so frequently, or trying walk more than one path at the same time, can create a labyrinth from which some never escape. Or, as Confucius (may have) said, “the man who chases two rabbits, catches neither.” Even so, one's musical path is life-long and usually involves several different guides along the way.
Keeping a student pointed in the right direction, down the center of the "road," can require a lot of course correction. Depending on which “ditch” on which “side of the road” a given student is veering toward at a given moment, course corrections can appear contradictory – particularly when students compare notes. Advising students the guidance they receive is specific to them – at that point in time – and not necessarily LAW – is important! They (or one of their pals) will likely be told something 180° in the "opposite direction" in the future – for good reason. This may be why some teachers choose not to write books. I’m told James Stamp said: “Teach the student in front of you.” Sage advice!
However, the teacher doesn't actually “teach” anything. The teacher shows the student what needs to be learned. It is up to the student to learn it – hence, work! A good teacher can illustrate, inspire, encourage, etc., but if the student doesn't do the work, not much will be learned.
"With the majority of pupils, a thoroughly schooled and ably trained teacher can shorten their periods of work enormously and spare them from making fatal blunders in the path of progress. Even here, however, every frank teacher will admit that the pupils who make the real advance are those who realize that their success must depend upon their own initiative, hard work and the preservation of their personalities as artists. The pupils must lend himself to the teacher's leadership; but, if he imagines that a great teacher with a great name will carry him to triumph unless he (the pupil) supplies ninety per cent of the effort (the motive force), he is doomed to disaster." – Leopold Godowsky
"The players/teachers do what they do; they tell the student what they think they do; the students think they heard what the teachers said about what they think they do; the students then try to do what they think the teachers said about what they think they do." – wise words attributed to Denis Wick.
Those who are gonna figure it out, will figure it out – sometimes all on their own. But a good teacher can keep 'em pointed in the right direction – and outa da ditch!
Or . . . as a Tennis Legend (perhaps Sampras) once said, when asked how they managed such incredible pinpoint accuracy when serving, "I don’t know. I just throw it up, hit it, and it goes where I want it to.” That said, I’m pretty sure he had a coach or two along the way.