Teaching Diary - The doubt about rhythm, tempo and metronome (2)
As mentioned before, there are three typical examples of students' problem about counting rhythm and using metronome. Please refer to Teaching Diary - The doubt about rhythm, tempo and metronome (1).
Here is type 2 example. Students usually start with a fast tempo when they practice at home and ignore all the details, e.g. articulation and change of fingering and position.
This student plays the quavers unevenly since the tempo is too fast for him. I ask him to try a slower tempo with metronome. He finds that he are using the wrong fingering and some fingers are not flexible enough. After several times of practice, things get better and better. It turns out that he was using the wrong way to practice for a week.
Therefore, always bear in mind that playing faster doesn't mean you are reaching the goal sooner. Besides tempo, articulation, rhythm and musical details are also important.