The basic teaching strategy of master violin teacher Dorothy Delay

Abstract

The purpose of this study is to construct a model of the basic teaching strategy of master violin teacher Dorothy DeLay. The method used is the modeling techniques of Neuro-Linguistic Programming (NLP),in particular the Experiential Array process developed by David Gordon. The specific objectives are to identify the following: • DeLay's criteria for effective teaching; • her beliefs and motivations regarding teaching and learning; • how she tests whether her criteria have been met; • her procedure in a typical lesson, aimed at meeting her criteria; • her options when her usual procedure is ineffective; • the emotions she typically experiences while teaching; and • her observable actions while teaching. The finding of this study is that DeLay's primary criterion is a state of pleasure and confidence in her students. That criterion is supported by her firm beliefs about learning and teaching, the most fundamental of which is that the human capacity to learn is unlimited. She rotates three areas, namely intonation, sound production and phrasing, always working on the weakest area first. Depending on the standard of the student she is working with, she makes a comparison between the best performance she can imagine, or some good performances she has heard, or other students' level of development. The steps in her usual procedure are aimed at invariably achieving learning successes, and in effect set up a reinforcing loop between students' states of pleasure and confidence, and their learning successes. While teaching DeLay usually has fun and feels "concentrated", "happy", "hopeful", "put in order", and "pleasure". Her observable actions are those of someone who strives with love and respect to create a nurturing learning environment that stimulates a sense of unlimited possibility in her students.