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I go by "Dr. Jeff" with my young students. Though I don't derive any self-confidence from the title alone, I like using it: I am proud of the work I put in to earn the title, plus "Dr", being a little more formal than "Mr.", allows me to be more informal and go by "Jeff" instead of "Manchur". I like "Dr. Jeff" a lot more than "Mr. Manchur".
Perhaps I could use the title to defend their practice assignments: I'm "doctoring up" how you play the piano. A lot of my suggestions probably seem a little absurd. Isolating sections, blocking chords, playing differently than written. I'm not surprised if my students don't really 'get' what I'm after. Well, believe it or not, I do use these same techniques myself! I've begun to collect videos of myself practicing (some annotated with in-video text, some referencing other blog posts here), as well as visual reminders of analogies I often make in teaching (the baby learning to walk perfectly demonstrates how learning is a process and making mistakes can be good), and good practice tips from other authors. Please subscribe to my YouTube Channel, and this Playlist to get the latest videos as they're developed! |
"Modern performers seem to regard their performances as texts rather than acts, and to prepare for them with the same goal as present-day textual editors: to clear away accretions. Not that this is not a laudable and necessary step; but what is an ultimate step for an editor should be only a first step for a performer, as the very temporal relationship between the functions of editing and performing already suggests." -Richard Taruskin, Text and Act Archives
November 2018
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