Karin- Coyle- Ch5-7

 In Chapter 5 the text discusses the "ignition" that sparks the journey to skill. One part that really stood out to me was when the author said that we believe that each student comes to us as a blank slate, but that is not true, their preconceived notions and ideas have a great impact on how they will develop skill. This made me wonder what I would do differently with my new students to help set them on a better track to success. A thought I had was to start each intake lesson with, "From now on, you are a musician." In saying this, I would encourage my new students to identify as musicians, and to continue to pursue music throughout their lives. I won't force them to continue music if they wish to quit, but I hope that if they see themselves as musicians, they will be more inclined to stay in music. 

To be honest, I am having a hard time grasping what chapter 6 is about. It told an interesting story about Curacao and Aruba that says that Curacao ignited and succeeded in staying aflame because of the constant "primal cues" that keep the fire alive. However, I am still unclear about what the author means exactly by "primal cues." I thought they were cues derived from basic human needs such as safety and belonging. But the way the author describes primal cues in this chapter makes them sound like any promotional material for baseball can be a primal cue. Or just watching other artists work can be a primal cue. Is the ignition a mix of both primal cues and the success or failure of a role model? The text mentions that Aruba did not ignite the way Curacao did in part because their role model had a drinking problem and was later arrested. How does this relate to primal cues? 

I really like the end of chapter 6, however. I really like the idea of praising students for their effort rather than their "natural skill" or "talent". As someone who struggles with feeling that I have to live up to the expectations set for me because of my "talent" I often find myself viewing failures as proof that I am not actually that talented. I want to implement effort-centered praise in my future studio and classroom. 

I enjoyed chapter 7, as a music education major, I felt that a lot of the information in this chapter directly applied to me and my future career. I strongly believe in the power of a shared identity, and the pride that comes with having routines and traditions that are strictly followed day after day, and year after year. I am a big believer in routines, and plan to implement routines in my future classroom and studio. Routines help students know what to expect without having to be told. I also believe that music requires a lot of discipline. I agree that attention to detail makes for a good student. I would push it further and say that attention to detail can be the difference between a good musician and a great musician. 

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