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Luis De Leon

Oboe Pedagogy Fall 2021

Dr. Tomkiewicz

Faculty Observations Reflection

The role of a music teacher is to prepare artists. I am a fan of coffee, so I share this analogy that

can be made because now I understand that being an artist is being a filter between what the composer

wrote and the listener who receives the music. The filter takes ground coffee with water so that we can

have a delicious drink. The taste will also depend on the speed at which the filter lets the fluid pass and

the kind of filter we use, which can be made of many different materials.. Each filter will give a different

flavor, but still the coffee will be coffee no matter what results from that filtration. In the same way, we as

artists are going to present a result and each person will give something different without losing the

essence of what the composer wrote.

That is why when we transmit music it is very important to know that the instrument is the most

important thing in musical studies, and the instrumental teacher is a key and fundamental piece in the

musical teaching process. As a teacher I understand that I have to be a guide and the main motivator of

the student, as well as a reference to follow and a great influence for him or her. For me it is important to

have all the possible knowledge and experience to be able to give a good teaching to my students.

Something I really admire about Schwob is the applied teachers as a whole; they are all

exceptional professionals who inspire their students and the rest of the students at Schwob. In observing

other teachers, I can notice the similarities that exist between the instruments even if they are not wind

instruments. I also observed that there is no unique successful method to teach because each teacher has

found their own formula to teach, and in many cases, these teachers have reinvented teaching techniques.

Among the similarities that I could see is that music and technique go together, and we cannot

separate one from the other. That is why the teachers teach with the objective to use all of the technical

tools available so that the music can be expressed in total freedom. Good technique is not good music

without aspects of expression and sensitivity, but expression and sensitivity at the expense of prevision
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and good sound quality is also not good music. Every technical decision must be executed well under the

influence of a musical goal. In this, relaxation plays an important role. I believe the basis of a good

technique begins with a good body posture, and relaxation and continuous release of tension is an

important part of this posture. The specifics of posture, and of course of holding an instrument, vary

according to the instrument, but general principles of relaxation, balance, and alignment will always

remain the same.

Another common thread through multiple lessons observed related to breathing. Good breath

relates to relation, control, and sound quality. Breathing is very important for all musicians because in the

performance of any instrument, this helps us to better understand musical phrases. We know that the best

way to make music is to try imitating singers. This includes their breathing, and regardless of whether we

need to or not to produce sound, we must breathe according to the music. This creates structure in the

music, and regular reset of technique or dismissal of tension at frequent intervals, hopefully preventing

fatigue and possibly even injury.

Some of the most interesting teaching strategies were related to how different professors utilized

technology in different ways for student learning. After living through the first year of the pandemic

where it was much more common to study and attend classes virtually, there have also been many tools

developed that students should take advantage of. Accessible recording technology has become very high

quality in the past years, and the ability that a student has to make a recording in home or in a class,

without too much work or preparation, is probable. These can be used for independent student reflection

or with detailed analysis by the teacher.

I do have questions related to vibrato on other instruments. It has taken me many years to build

my knowledge on vibrato for oboe because it is a highly nuanced topic with many schools of thoughts,

not to mention, vibrato changes based on the context. A full understanding of this topic for any instrument

is granted only after a lifetime of exploring. Still, I am very curious to understand the mechanism of

vibrato on other instruments because I believe that those instruments have advantages for certain colors

that I would like to imitate in my own playing. If I understand the mechanism and thought behind the
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vibrato of other instruments, it will also give me more to choose from.

I am also curious to know how professors balance their schedule and workload. I struggle with

this sometimes as a student, but I know that the responsibilities must look very different from me as a

professor. I wish to know a little more about how that looks for each professor and where they choose to

create boundaries so that they maintain balance in their overall life. Because Schwob is a small music

school, each professor has their own unique responsibilities which must be fulfilled by them and no one

else. It means that every faculty member is important to the school not only because of the role they play

to the students in their studio, but also through the other educational settings in which they reach other

members of the student body. Some teachers are focused solely on their instrument area and related topics

(ex: Violin lessons, violin studio, string orchestra, chamber ensembles, violin chamber). Other teachers

must fulfill a wider variety of responsibilities (ex: violin lessons, violin studio, skills, music appreciation,

string literature). I like to think of my ideal balance, but I know I must be ready for a variety of tasks that

come with a teaching position, whether it is through my own private studio or an institution.

First, I believe that it is important to instill the value in my students that learning is valuable..

Learning is valuable not only as a student, but as a teacher; this type of learning, one that wishes to

benefit oneself and the other, should happen at all points of life and development, not only the beginning.

Second, if I want my students to follow this path, I must also lead by example. The teachers at Schwob

are excellent resources and they are people from whom I can learn so much about teaching and music. I

want to take advantage of my time here not only in my personal studies and advancement of the oboe, but

also in the community that surrounds me and the many people that I can learn from. The experience of

observing other faculty members gives me a fresh perspective on my own learning experience, and I am

also able to consider new ideas and strategies that can work for me and my students.

These observations are an important reminder that I can learn from almost any person or any

experience if I approach it with the right mindset. If I was to enter the room for a guitar lesson, confident

that nothing discussed will apply to me because I play a wind instrument, it is likely that I will not learn

anything. If instead I enter eager to hear what Dr. Zohn might say about the music, share about his own
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career, or advise about practicing, I am much more likely to gain something. I will always keep an open

mind so that I can learn at every opportunity.