General teaching topics

We share this observation. There seem to be neither advantages nor disadvantages. The moment reflective practice begins (which can vary greatly), the conscious use of the fingerboard attachment can also be learned. If the basic handling has been practised before, so much the better. We have even had the experience that the young people sometimes come up with ideas that we ourselves have not yet thought of. Those are the special moments when they come to class and simply demonstrate what they have tried out at home. A reflective approach is wonderful! As teachers, however, we also have the task of accompanying those who are not yet practicing independently and reflectively. Here, it can be advantageous to involve the parents and show them, how to attach the ResoundingFingerboard and what exactly the child should do at home.

We do not know the individual children better and therefore cannot say anything specifically about their constellations. But it is very good to know that this can happen. We have not observed this ourselves yet. In the sense that each child should be supported in the best possible way, one can then also separate a group and perhaps also enable individual lessons. Whether one uses and supports such developments is up to each individual. However, we would say that one should not stop anyone just because others develop differently than expected. Solutions should always be found.

This is understandable, especially when we consider how difficult the months of the pandemic were for many. And it is not  easy at all to explain why one needs such a "helper" all of a sudden (after all, it was possible without it until now). We think: It really is an enormous advantage, but you shouldn't force anyone or put too much pressure on them. Sometimes, however, grandparents help or it becomes a Christmas, Easter or birthday present. It is said that there have even been children who continue to use their old smartphone for a longer time and then get a fingerboard attachment for it.

But maybe there are ways to organise it anyway. We have compiled everything we know so far:

• Some teachers have an extra attachment for their pupils in addition to their own. The pupils can then use this in class. Recommendation: Since the feeling of grasping with a fingerboard attachment lasts for a long time, it is advisable to use this opportunity to practise how to restore this feeling at any time. In our experience, this always works better if you practise it, and in the end this is the best way: you are on stage and can retrieve exactly this feeling when needed! CAUTION: Pay attention to the care/cleaning of the attachments.
• There are teachers who initiate that parents get together and the children then take turns to take the attachment home. We hear this especially in group lessons. There are also reports of how the children then show each other in the next lesson exactly what they have done at home and they then make sure that the other one(s) do the same. Furthermore, it is reported in this context that it can also be of great advantage not to always have access to it (it remains something special).
• Schools/music schools increasingly have "school sets" for their pupils. Teachers have access to them (on loan) and use them alternately. It has proven organisationally useful if the set has different colours.