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One student claims have practiced each work but seldom seems to have made significant progress from her previous lesson. Another student plays confidently and expressively in lessons but after a recital bursts into tears because his performance, while satisfying to his teacher, fails to meet his own expectations. A third student chronically feels subtle dissatisfaction with her progress on her instrument. It is likely that all these students share problems related to setting and reaching appropriate goals, problems that may be helped by work away from the instrument.
Students usually come to recognize, although sometimes after initial resistance, that using body ...