Ron S  
Instruments: Bass Guitar, Double Bass, Tuba
Styles: Classical, Jazz, Musical Theater, Swing

When I was teaching in the F.H. LaGuardia High School of Music and Art & The Performing Arts I went into the classroom each day with a message imparted to me from educator mentors such as Clem DeRosa, John LaPorta, and Leon Breeden. The message was to give your best, as each generation is owed the best if they are to succeed. In that school I was assigned certain tasks as a former bass teacher of mine Dr. Lyndon Christie called them. These tasks or assignments were carried out with both equal doses of humor and pride and hopefully excellence. I taught at different times harmony, sight singing, low brass, strings, jazz improvisation, and ensembles. These ensembles included concert band and jazz ensembles. I had started teaching private string bass, and tuba lessons by 1964 so by the time I got to this high school I was well aware of what to do. A private teacher is expected to teach his primary instrument and pass along important material in a progressive manner that will both challenge the student and at the same time not over burden the student. Teaching a student is very much like raising a child to learn new skills in a manner that is both fun and productive.

One of the first things I do with a the student is to let them play a bit for me so I can see the level they are at. I use for both the string bass and electric bass students the F.Simandl Method for string bass. There are also Etude books to follow and they include the 30 Etudes. The tuba students use the Arban's method if they are more advanced and the beginning students use the Rubank Method. Once the student becomes comfortable with these methods we can work in music that they are playing in a school ensemble. If they are not yet to that level we work slowly to get them there. If they are not in a school ensemble I help meet them at whatever environment they are in. This can include private students who already play professionally. This can also include Music teachers who teach a band program and are not string or brass players, but are woodwind, percussion or vocal teachers and just want to improve their skills for their own reasons. A composer might even come to me for a better understanding of writing for these instruments. Now days I recognize that the majority of the students have (never heard of any of these method books just mentioned). I also will listen to students play from other methods that they may have studied from other teachers. With the advent of the internet there is a large amount of material available to students and it can be to say the least overwhelming to find a teacher, and to know how to learn an instrument and not give up. Over the course of my teaching career I have taught beginners from elementary and junior high, and high school, and college. They all have something in common. That is they want to play the instrument of their choice, and feel they are making progress at each lesson. The biggest obstacle they normally have is learning to be patient with new material. I try to give them an often elusive gift. This gift, is the gift of humor, and humility, so we can as a team move ahead and not bruise their self esteem. If the student has access to a keyboard, this will also help them move ahead as the keyboard has the full range of notes available to all instruments. Using the keyboard and and manuscript paper (music paper), I can explain and clear up things such as reading rhythms, constructing scales, and learning improvisation on the chosen instrument. One thing that the student (or parent) may not realize is the importance of having good equipment like a sturdy music stand at their home. It is often these logical things that get in the way of good progress. So a portion of the lesson is talking about these concepts. A student is (not a robot). An important factor in learning is discussion. One of the basic concepts in teaching is reinforcement through talking. This may at first seem like rote learning but in fact is a crucial element in teaching. If I was a football coach we would run through a play several times till the player felt comfortable with the play and understood how to execute it. The same holds true for playing a scale or clapping a rhythm so you can execute it with ease as you perform. In short I try from my many years of both teaching and playing to give the student the tools to play whatever music they love. Inevitably the student will take the material I have given them in the course of our study and so to speak"do their own thing".