Learning

This is a subject I was thinking about in a very particular scenario – giving feedback to competitors after a contest – and gradually realised that the thought-processes involved generalised very well to many other teaching and coaching situations I have found myself in over the years.

There are 4 basic types of factor involved.

Just before Christmas, a friend showed me this video entitled 'One-Moment Meditation'. Its basic premise was that meditative techniques don’t necessarily require a special time and place and commitment, but can be integrated into our daily lives and still have a positive impact.

In addition to its primary message, it set off two related trains of thought.

When people are in the early stages of a learning process and feeling a bit daunted, you’ll often hear them being encouraged to ‘take baby steps’. Now, actually, I think this is good advice (for reasons I’ll get onto later), but the way it is usually articulated completely misreads the metaphor. People say ‘baby steps – little by little’, as if the adjective means miniature version of normal steps, rather than steps as taken by babies.

This post from the Bulletproof Musician is a case in point. I feel a bit mean picking on it, since mostly I really admire the articles over there (and if you haven’t been over there before, I encourage you to spend the rest of the afternoon having a good browse). And actually, the basic point of the article – that small incremental changes in behaviour add up over time to significant improvements in performance – is sound. But that’s kaizen, not baby steps.

I’ve been thinking a lot in recent years about confidence, and its relationship with competence. The two can so often seem to go together…but not so reliably that you can generalise about the correlation. Indeed, it is when the two seem mismatched that it feels dysfunctional. A novice who feels tentative seems as rational in their relationship with praxis as a self-possessed virtuoso. But a good performer wracked with self-doubt is a cause for concern, while an ebullient mediocrity just seems deluded.

I recently re-read Harold Taylor’s short but classic book called The Pianist’s Talent. I last read it in back 1999, before I had either studied Alexander Technique or learned about Taylor from people who know him. (I’ve never actually met him or heard him play, but I have heard his daughter, Marie-Louise, perform and would recommend the experience to anyone who gets the chance.) So it was interesting to re-visit it with all kinds of new perspectives.

The Lichfield Singers

I had a happy and productive afternoon on Saturday with the Lichfield Singers, doing a workshop on the theme of Rethinking Choral Musicianship. One of the benefits of customising these workshops to individual choirs is that not only do they get the workshop time focused on the music they are currently working on, but the things we learn together are also specific to that occasion. I love that sense of knowledge arising from a particular context, and the feeling that we all go home slightly changed from when we arrived after the experience of working together.

The title of this post is a parody of the title of a paper by Jürgen Streeck about how people use gestures in conversation. The substance of his study was to show that gestures are not merely part of the way we broadcast our ideas as we express them to others, but are influenced by the way our interlocutors are responding. If you only look at the person talking, he suggests, you won’t fully understand why they use the gestures they do. The gestures are the result of the listener’s need to comprehend as much as the speaker’s need to communicate.

This thesis has significant implications for conducting pedagogy.

There was an interesting report on the BBC News site a while back telling of a study that suggests the internet is changing the way people use their memories. Apparently, people are increasingly treating the internet as a kind of external hard drive to store facts rather than keeping them in their own heads.

The study showed this in several ways. It found evidence (a) that when people are faced with difficult questions, they are likely to think of the internet as the place to go to answer them, (b) that people remember facts better if they know they won’t subsequently have access to reference material to remind them, and (c) that people who have the chance to store information on a computer are better at remembering where they stored it than the actual content.