alifaa wrote:Hmmm, just had a look at TTM USA site, and there is some quite detailed information up there about what it requires to become a TTM Certified teacher
I think it is a good thing for those who wish to make teaching West African Mandingue djembe rhythms, with cultural context, their livelihood. It would give them some kudos from Mamady that they could say "I am a certified teacher of this material", rather than "I know how to play Soli".
Purely from a profession point of view, excellent. However, not everyone takes drumming seriously enough to want to be taught by a certified teacher.
I have an excellent teacher here in Canberra, and his knowledge, musicianship and love of the djembe is clear for all to see.
I would not, however, travel to Sydney or pay more for a lesson from a DRTM teacher, when teachers like the Bangouras and Tuza come to Canberra regularly.
When there are quality teachers around already, having this certification in my teacher would not be of any value for me as a student. Most especially, because a lot of the information is out there already - cultural context, history, region, parts, etc, if you know where to look.
There is also the argument that this is one way of playing and learning a rhythm, not the only way.
While I hugely respect Mamady and his vision, also having studied with him twice, he is setting himself up for his retirement, which any aging, intelligent business man would do.
bkidd wrote:I'm curious if there is anyone on the list who would participate in such a grading system?
One thing I really regret is that, for the first two or three years of my playing, I pretty much ignored the dunduns. I was too fascinated with the djembe to really consider playing dunduns and always thought "that's for the dundun players". As a result, I knew quite a few rhythms, but on the djembe only (which is useless, when you think about it).
A grading system would have suited my personal style too. I'm a goal oriented person and find it much easier to stay motivated and focussed when there is a reward at the other end.
Not everyone is similarly inclined. But, for those people who are, I think the grading system can provide the impetus to learn rhythms completely instead of partially, and to not neglect the dunduns. In turn, that should make for students with a deeper and more complete understanding of the music, and it should make for students who will get more enjoyment out of the music because of this better understanding.
Winners all round, as far as I'm concerned.
e2c wrote:I think that for those who are really committed to learning/teaching via the TTM path, this could be a good thing, but as michi has commented, it's a learning style that works very well for some folks. Others, not so much.
It's very, very hard to assign grades to anything re. the arts, since ultimately, grading is an attempt at imposing an objective grid in a subjective way
It might also be hard for many people to come up with the money for a camp...
which means that unless scholarships are offered, it's out of reach for those whose income doesn't allow for it. (And that covers a great many people who are interested in djembe/dununs.)
bkidd wrote:As a point of reference, one possible model for this grading system might be what is already being used by one of the TTM teachers in Singapore:
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