Draws Map - Big Picture - Global learner

• When preparing to teach a new song, play the entire piece for them with no explanation.
  
  
• Break the piece into large chunks with a beginning and end to each section.
  
  
• Give workbook pages of the entire 'chunk' to color in order to slow them down a bit.
  
  
• Have them play-along with the music, slowing it down so they can keep up.
  
  
• These students need closure. They need completion - often.
  
  
• They multi-task.
  
  
• I doubt they care about praise. They like to see something completed - fast - and if you are one step ahead of them in the way you inform yet deprive the information and present it in chunks, they will overcome their innate weakness of not being polished simply for the 'reward' of accomplishment.
  
  You can't give them a passage to keep repeating unless you don't care if you keep this student.
  
  

If you want them to learn scales, use my scales aren't just a fish thing bowing technique book. (available in the Scales Aren't Just a Fish Thing school year club)

They will be asked to do scales. The pages of the book are divided so the lower pages can be turned and applied to a different scale. The bottom of the page has lots of fun cards developing their bowing technique and as an added bonus, they are learning their scales.

The global learner likes to learn fast. They get chunks of a picture and put it together automatically once the chunks are completed. They probably couldn't tell you how they came to their conclusions, but they usually are accurate and connected to the complete picture. They get it! The reason for the exercise or the feeling of the song. I'd even go out on a limb here and say that this student will be very passionate in their playing. They will be the one who improvises with ease and appears to have the greater talent.

Unfortunately, they will also be the student who 'gets bored' and gives their parents a very difficult time about practicing. If they are good at it, they will throw manipulative tantrums that label each grey hair on their parent's head with their name. They will try to quit at each challenge point and say, let's play cello today, or can we play games? You as their mentor and role model need to learn how to challenge them and predict the points when the mountains of difficulty show up.

They are fast. They don't want to slow down. Somehow they can play it, but often it is sloppy - lacking detail and technique.

They are fun to teach because they really teach themselves. If you can motivate them properly...a subject down the road on the layering of their wiring, it becomes fun to teach them. They want to play. They want to gather and learn. Their natural laziness is transformed into a manic state of 'becoming'.

This is why it is so critical that the connection between the teacher, parent and student is developed and cherished. The wrong teacher/student match can create a student who looks for the 'reward' in a rush somewhere else. I could list a few world leaders with this type of learning personality.

If I went to a jail, I would probably find a very large percentage of the inmates with this personality structure that wasn't properly guided.

Not to scare you, but this one is a challenge and a pleasure at the same time.