We need to think and analyze. We need to question and to be creative and to be innovative. We need to be able to "think on our feet".
Music nourishes creativity, confidence, self-expression and intellectual development.
The study of music helps with concentration, hand-eye co-ordination, teamwork, leadership skills, memory skills, responsibility, communication skills, goal setting, time management, poise, motivation and fulfillment.
Music helps students achieve in other academic subjects like math, science and reading.
Music provides students with the opportunity to express themselves in verbal and non-verbal ways. Students can take risks and solve problems creatively. Music helps develop a rich and healthy sense of beauty and imagination. It helps students appreciate diverse perspectives, openness and flexibility in thinking.
Our children today become accustomed to having free-time or play-time with their friends and technology. While this is fine, it does not offer their brains necessary challenges to develop and grow.
Our children today sometimes think that "life is easy", "nothing should be hard". They can lean towards "giving up" and "giving in". They struggle when things become challenging, perhaps because they long for the "good old days" of being young, when their parents may have protected them from frustration and the opportunity to problem-solve.
After the "glow" of "starting" lessons wears off, children can wish for the "easy life" and want to abandon sight-reading, technique, anything requiring challenges in counting or note-reading. How will they really feel when they don't advance to more beautiful music, and instead find themselves caught in a circular loop of playing music that offers no challenge and no rewards?
Many years ago I had a student, John, apply for a summer job at Nortel. He was one of many applying. He was offered the job. After some weeks of working there, John asked his boss why he had been awarded the job when other of his friends had not. His boss told him that he was awarded the job because he had noted on his resume that he had studied music. Yet the job required no musical training. Why was this important? His boss told him that since he had studied music he knew that John would be able to concentrate, problem-solve and set personal goals. How true!
When my students become frustrated with the idea that they are studying music and their friends are not, it is often because they don't know when to practice. I suggest that the student, with the help of their parent (or with me), sit down and write out the hours in their waking day. Figure out when they have commitments and when they do not. Free time to play/meet with friends is important, but does not have to consume all the extra time. It may be that practicing in the morning will dodge the issue of after-school challenges of friends calling when practicing is happening. Perhaps after supper is homework time. This could mean that immediately after coming home from school would be a good time to have a snack and then practice music. Writing out a schedule can help everyone plan their time and leave everyone feeling as if their concerns are heard.
Parents can get tired and frustrated with hearing their child complain about practicing. It feels easier as a parent to "give in". Is this really the best for the child and for the parent? Is this what happens as an adult when we have challenges at work? Does the boss say "let it go" and the project is over? Not so. "giving in" may not be the appropriate message to send to the music student.
When the child is frustrated with music practice it is important to find out the source of the frustration. Does the student know how to practice? Is there too much assigned? Is the music too difficult? Is the practicing happening at the wrong time? Does the student feel hungry when s/he is practicing? Does the student feel lonely when s/he is practicing? Is the student angry (about something else) when s/he is practicing? Does the student practice in a way that creates success or failure? These are things that should be explored as soon as any signs of frustration are exhibited.
It is very sad to hear how many adults say, "I wish I had continued music lessons when I was a child." It is equally sad to hear how many adults say, "I hated music lessons when I was a child." When students condemn themselves with such statements as "I am stupid" or "I hate music", I become overwhelmed as a teacher. Is this the vicious circle starting all over again? Is the student taking lessons only to please me (or their parent), but fighting with him/herself at home - only to grow up to say, "I hated music lessons as a child,"...and then, "I wish I had continued music lessons."
It is also important to realize that everyone goes through highs and lows in their life. As adults we do in our jobs and as children we do in whatever lessons/sports we pursue. Sometimes hockey players win and sometimes they don't. They don't leave the team just because they don't win. The same thing can be true for music lessons. Success is inevitable. Believe it!
Encourage music students to think beyond themselves. Think of the music, think of others. The "I am a Star" pages should continue on, far past MYC days. They are "a star" when they achieve small goals in their music (it was hands-separate last week, now it is hands together this week). Playing music for oneself can be a goal; playing music for someone else can be another goal. Who can be the audience? When I was a little girl, my dollies were my audience! Students can play for their grandparents or other relatives over the phone or webcam. They can be recording on a camcorder. Being a closet musician is unnecessary in these days of relationships in technology. Record the music and put it on You Tube or Facebook. There their friends can have a "wow" reaction and perhaps understand why practicing came before play-time.
I had a music student a few years ago who decided that he would quit music lessons when he was going to be entering high school. He said that he didn't think he would have time to practice once he got to high school. I offered him the opportunity to start music lessons later that fall, after he became acclimatized to high school and the new demands there. So, he did start late, as planned. A few months later he told me that it was the best thing that he was taking music lessons because, "All the with-it kids play the piano. All the smart kids are in the band. It's so cool to play the piano."
If music students develop and reinforce the following five habits of success they would not have to make any decisions about quitting lessons. They would instinctively know what they are going to do and how they are going to do it!
1. The habit of positive thinking!
Successful people have simply formed the habit of doing what failures do not like to do and will not do: they think positively! They have the habit of expecting to win, the habit of planning to win, the habit of working to win...and they win!
2. The habit of prospecting (looking around for good music)!
Develop this habit, and you will have music everywhere and you will have an endless supply of energy and pleasure.
3. The habit of calling on people (good teachers, good friends, other musicians)!
This makes communication fun and exciting-and helpful.
4. The habit of selling oneself!
It will make you a skilled musician, a person who plays with emotion and conviction.
5. The habit of working!
Practicing is a privilege! Work is a joy! It is one of the most exciting things you can do. When you get results, it pumps your adrenalin, gives you more energy and multiplies more results!
How do students acquire these habits?
They simply decide that music lessons are an opportunity!
They determine ahead of time the personal goals that can achieve success in music.
They are confident that they have the ability to change or to do whatever it takes to get the job done!
They enter into it with the positive mental attitude of success!
Live each day with positive expectancy! Stick to the basics and the fundamentals!
Music is a mystery and a miracle. Every student and every teacher is a mystery and a miracle. M&M!
Positive Music Statements
I can "think on my feet".
I am creative.
I know how to "get going" when "the going is tough".
I like to practice.
I can enjoy my own playing.
I can schedule my time.
I can take the "good" with the "bad" and come up smiling!
I like to think about my music.
When I listen to others play, I get ideas of new repertoire.
I can talk about my music frustrations with my music teacher.
I love the "feel" of playing the piano.
My favorite composer is _________.
I like to talk to my friends about playing the piano.
I am proud of myself.
My favorite thing about playing the piano is __________.
My favorite thing about music lessons is _____________.
My oldest memory of sharing my music is ____________.
I like to set goals in my music journey.
I can manage my time when I'm practicing.
Playing hands-separate helps make learning easier.
I feel special when I go to my music lesson.
