Lunchtime round table discussions.

Following the morning sessions that explored the topic of learning styles, attendees met over lunch to share ideas and engage in further dialogue. The exchange was lively and enthusiastic, and response to the morning sessions was very positive overall. Teachers believed the information shared provided helpful and practical suggestions for considering the different personalities in their independent studios.

Earl Oremus's opening session on teaching the non-intuitive student inspired many in attendance. Teachers supported use of the term non-intuitive in place of other derogatory ones such as untalented, average and slow learner. They also shared their worst "non-intuitive nightmares" and agreed on the need to become more sensitive to the needs of the less-intuitive student. Several participants suggested that learning new skills could increase empathy for these students by placing the teacher in the beginner role.

Participants also discussed Oremus's philosophy of three teaching stages. He suggested that the foremost priority during stage one should be simply to instill a love for the subject--in this case, music. Details of the subject, such as technical development, are more appropriate priorities for stage two. Many participants expressed a desire to re-evaluate their teaching approach and goals as a result of this discussion. Some teachers questioned the wisdom of delaying emphasis on stage two priorities. They supported, however, the stage three idea of striving for artistic levels with a new teacher, usually at the university or conservatory level.

Participants shared teaching experiences with the various age levels discussed in the morning sessions. One commonly expressed concern dealt with the heavy scheduling that characterizes the typical lives of many children today. If a teacher is not flexible when dealing with these students, it often can lead to negative consequences, including children quitting ...