Crafting The Well-Tempered Pianist Part II: Teaching The Taubman Approach
The second article in this series about the Taubman Approach familiarized the reader with some of the many
Crafting The Well-Tempered Pianist: Teaching the Taubman Approach
testimonials regarding the validity of Taubman’s work, its significant impact on pianists of all levels, and its ramifications for injured instrumentalists. We have heard from musicians who had questions answered they did not even know they had — yet were essential to their well-being at the instrument.
I really appreciate the opportunity to reach out to a large number of readers through Blogcritics(where the article got first published), introducing Taubman’s work to many for the very first time and opening up a forum for an exchange of experiences and opinions. I truly value readers’ contributions, which give real meaning to the fascinating and engaging interaction the blogosphere has to offer.
Some of Dorothy Taubman’s students have incorporated her work into their own piano teaching, adhering to her principles to varying degrees and – depending on the duration and intensity of their studies with her – at different levels of expertise.
Operating under the Taubman label, the “Dorothy Taubman Seminar” was founded in 2003 by Maria del Pico Taylor, Sondra Tammam, Father Paul Maillet, and the late Eleanor Hancock. Their goal was to offer hands-on training as well as master classes with Dorothy Taubman at Temple University in Philadelphia. Many others have incorporated elements of Taubman’s work without drawing special attention to it.
The general interest in body awareness practices, like the Alexander Technique or the Feldenkrais Method, led to different initiatives to directly connect Taubman’s findings to other disciplines, thus creating innovative symbioses. In terms of the Alexander Technique, in which I am personally engaged in and which I find most fascinating, I would agree with my Alexander teacher, Monika Gross, who sees the technique as supportive to the Taubman Approach.
“The Alexander Technique teaches about developing a conscious awareness of a basic, general physiological principal of coordination. This understanding will then create good conditions and therefore the ideal fundamentals for the well-coordinated activity at the piano, as suggested by the Taubman Approach,” she says.
Rene Jackson, an Alexander Technique practitioner and piano teacher, who has studied with Mary Moran and Edna Golandsky for the past 18 years, states: “Alexander’s discoveries can have a huge effect on changing any habits… Combining the small specific movements found in the Taubman Approach can often be done more readily with Alexander’s ‘concept of inhibition’ of the old movements.”
Eli Wader, an expert Feldenkrais teacher who for 12 years has studied with Moshe Feldenkrais and who has lectured and taught in Israel and Switzerland for many years, is also experienced in working with professional musicians. According to him, the beauty and expressivity of a musician’s output improves dramatically after a Feldenkrais session.
The last few years saw multiple attempts for the exchange of ideas between those inherently unique yet akin disciplines. A website started by Dr.Theresa Dybvig, a former student of Dorothy Taubman and teacher at the former Taubman Institute, particularly stands out in informing about different directions within this interdisciplinary work.
Edna Golandsky is the person with whom Dorothy Taubman worked most closely. Considered the leading exponent of the Taubman Approach, she was with Dorothy Taubman for over 25 years – first as her student, then as assistant and co-founder of the Taubman Institute. In 2003 they parted ways, and Edna Golandsky established the Golandsky Institute with former Taubman Institute faculty John Bloomfield, Robert Durso, and Mary Moran.
Edna Golandsky stresses that what remains at the heart of the process is a clear understanding of how to diagnose problems and implement solutions, and that teachers need to know how to integrate the many various components of a technique into a purposeful structure. “For that reason we have a system where each teacher can be mentored by taking his/her students to one of the teachers who has produced consistently good results.”
“The application of the technique is highly individual,” explains John Bloomfield. “The success of the mentoring system has been dramatic. We see over and over that with the right input by an experienced teacher, most teachers can develop their own pedagogical skills to a much higher level. Students are learning faster and more thoroughly than ever before.”
The teacher training workshops that take place several times a year in New York City and Philadelphia are one of the mainstays of the mentoring system. “Taubman teachers never stop refining their skills,” concludes John Bloomfield.
There are also yearly summer symposiums, which are held at Princeton University. During a program-packed week, the institute offers explorations of the Taubman Approach on many levels. Currently the Institute employs 13 faculty members during their Princeton symposiums: 11 certified associates and instructors and 10 additional participants from its professional training program.
I remember the first time I attended a Golandsky Institute Summer Symposium at Princeton. Gene Hollinger, an elderly gentleman, whose subtle tone at the piano I had noticed in my amateur piano group, invited me to see for myself what had changed his life at the piano forever.
The week spent at the beautiful campus was an experience in itself. Long days filled with fascinating seminars, lectures and demonstrations at the piano created the ideal learning environment. Lecturers became artists at nightly concerts, and amateurs found new levels of accomplishment. Strangers connected with each other over incredible stories that injured pianists, who got their careers back, shared, and teachers who never thought they had it in them to teach found their life’s purpose. Striving for excellence and social interaction and exchange went hand in hand, adding up to a very personal, unforgettable experience.
Being able to immerse myself completely in piano playing for an entire week was a dream come true in itself. But the most amazing aspect of that summer for me was the intensity with which the Taubman Approach was being demonstrated.
In the seminars, the basic elements of the Taubman Approach were explained on different levels, for beginners as well as for returning students. Lectures focused on specific details that were further explored in groups put together according to level of expertise. Senior director Robert Durso led one of the most vivid group sessions I recall. Captivating group members with a remarkably precise investigation into the needs of each student, he delivered his wisdom with a great sense of humor and insight into human nature. The institute’s assistants who – according to specific instructions by the teacher – continued to coach students in their practice time clarified further questions during private lessons.
But it was the master classes that provided what everybody was craving: inspiring demonstrations on how the technical elements finally connect within the musical context.
One could truly sense everybody’s enthusiasm, particularly that of the veterans which made newcomers welcome. It was as if they were saying, “Good for you that you finally came here to explore the benefits of that work. Once you get it, you will see in which great way it will impact you.”
But then nothing of substance can ever be expected to come along as a quick fix. I decidedly wiped off my tears and – thanks to Itin’s assurance that the process would not only take its very own time (which is not always the same for every student), but also a lot of commitment – I decided to continue my exploration. Thanks to Mary Moran’s publication on the elements of the Taubman Approach for beginners, future generations will have a head start.
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