In prior posts, I’ve discussed how three musical learning activities by younger, beginning cello students, namely: instruction, practice and performance, are needed to grow their Inner Cellist elements: physical, aptitude and emotional.  In this post, I’ll discuss how to watch a student’s Inner Cellist grow.

The growth of a student’s Inner Cellist elements can be seen by others (not including their instructor) by watching for a number of tangible signs of a student’s improvement, including as follows:

• Mastery

• Initiative

• Exploration

Mastery.  A student who masters a learning book is demonstrating Inner Cellist growth.  Beginning learning books come in different levels.  Books meant for younger students are slower and easier.   If the books are presented by the instructor to the student properly, the student will find the books easy to work through to mastery.  Finishing a book is a benchmark of growth by the student.

Initiative.  Taking initiative in their learning is another tangible measure of a student's growth.  Growth is observed when the student tries new pieces in their learning books, without the instructor’s prompting, to expand their musical vocabulary and cellist ability.

Exploration.   When a student listens to new literature and finds what they want to play, their musical passion, or “Rocket”, has been lit.   Often what the student wants to play is past their present ability, but the student’s literature exploration allows the definition of the skills needed to play the piece.  Ultimately, most students decide what they want to do with their cello playing: recreational, for school credit, to spend time with a group of other musicians or just to enjoy orchestra or chamber playing.  Regardless of the student’s decision, that clarity can lead the student to future exploration along their chosen musical path.