ROLE REVERSAL IN MUSICAL TRAINING

Abstract

The study of a role reversal was carried out on two young students who, according to their performances and their parents' appraisals, were not up to the standard commensurate with my idea of progress or expectation of individual initiative. In some measure this can be explained: my theory of teaching piano is to allow the pupil to progress as fast and rapidly as his ability will permit. If a child at 10 can play Beethoven Sonatas, I see no need to keep him in the "will-o'-the-wisp" category. However, the problem with both of these students was a false sense of progress based on past performances and above all, an unwillingness to practice.