Educational approaches to managing your Soundslice courses
The Soundslice courses system is quite open-ended, and teachers have asked us for advice on how to best use it with their students.
Here are some thoughts in response to common questions.
Should my Soundslice materials be pure performances or should they include talking/explanation?
Both approaches can work. If you decide to include talking/explanation, check out our “commentary bars” feature, which lets you mark which sections of the slice are talking. Read all about it here.
Do you have general tips on how to best teach with Soundslice?
Yes! We’ve put together a lengthy page here, covering many aspects on how to best take advantage of the Soundslice tools.
I teach an in-person class with a syllabus. Is it better to add ALL my slices to the course from the start, or add slices incrementally (like one per week)?
Either approach works! Different teachers have different perspectives on this. Do you want to make it possible for students to work ahead, or do you deliberately want to avoid students from working ahead (perhaps because they might not be ready for the material)?
Another consideration is your workload. It’s easy to add a slice to a course, but it’s something you need to remember to do. If you add all the slices to the course when you create the course, then you can “set it and forget it.”
I teach one-on-one private lessons. What’s the best way to use Soundslice in this context?
You have two options:
- Create a separate private course for each student. (A course can contain just a single student, so this is a valid way of using the private courses system.)
- Share slices directly with individual students.
The advantage of creating a private course is that you get a few more features. You can add attachments (like PDFs or backing tracks), you can control the order of the slices, and you can give the course a specific name and image.
The advantage of individual sharing is it’s faster and lighter-weight. You don’t need to jump through the hoops of creating a course.