Ditching the Master-Apprentice Model

Ditching the Master-Apprentice Model – I’m here for it!  The independent music lesson industry, specifically in the area of voice, is globally making a shift away from a master-apprentice philosophy of teaching.  Yes, teachers have education and experiences that make them uniquely qualified to teach and their expertise is valued by the student.  But that expertise shouldn’t be seen as some mystifying set of skills that’s not accessible for everyone.  And a sense of superiority from the teacher definitely does not encourage students to try new things for fear they will be “wrong.”  Being a “master” also puts a lot of pressure on the teacher to be the expert in the room at all times.

 Freedom for Students and Teachers

Saying good-bye to the master-apprentice model is just as liberating for the teacher as it is for the student.  Master-apprentice puts the burden on the teacher to have all the answers.  The weight of that is astronomical, not to mention impossible.  This results in stressed out teachers who secretly know they will always have areas of weakness in their pedagogy.  The danger of this situation is teachers who know a little about a lot of different areas and then just sort of gloss over pedagogical deficiencies.  Or, worse, not glossing over things they don’t know, but rather, covering it up with an inflated ego.  Thus, making the student believe that they really do know everything about the subject and they (the student) will most certainly always be less-than, never achieving the heights of vocal knowledge and skill that their teacher has.  These inferior thoughts are obviously stifling.  Therefore, saying goodbye to the master-apprentice approach is also liberating for the student.

Respect and Safety in the Studio

Leaving this hierarchal connection in the dust encourages a safe learning environment, which ultimately results in more progress and goals met.  When there is a mutual respect between teacher and student and an acknowledgement of what each has to offer, progress can be made and skills can be honed in a relationship that feels more collaborative and team-oriented, not oppressive.  Students will feel more comfortable trying new things, thus allowing them to discover what works and learn a greater facility over their instrument with a teacher that is on their team.

Space for Student-Led Learning Plans

Ditching the master-apprentice model also leaves space for a more student-led learning plan.  All students come to music lessons with different goals and reasons for wanting to learn the instrument.  It’s important that a teacher hear what the reasons and goals are and take that into consideration when creating the learning plan.  If a student comes to lessons because they have a passion for a particular genre or style of music, they should be allowed to pursue their interests as part of their learning plan.  This does not mean the teacher will not incorporate other styles.  Other things will be assigned to the students as it makes sense for them according to the skills they need to develop.  And, the expertise of the teacher helps them know how to specifically supplement the lesson in a way that will ultimately allow the students to achieve their goals.  Because the relationship is one of mutual respect and a team working toward the same goal – the student’s improvement – the student will understand and agree with additional things that are assigned.

As teachers we should be here to serve our students’ goals and what they need and want to accomplish as musicians.  We should not be timid to admit when we don’t have all the answers.  We should commit to discovering how best to help the student – either through seeking out professional development for ourselves or building a network of experts in areas we know we are not the authority. In the studio at Bella Musica, this is the kind of student-teacher relationship,  student-led learning experience, and respectful environment that we strive to create.  Read more about all the benefits of a studio membership!

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