Home Practice
Elvina Pearce, Editor
Over the years, I've discovered that many (if not most) of the problems which I have experienced with students have to do with their practice, and quite often, these have occurred because of a lack of effective communication between me, the parent and the student. Since practice is one of the most critical issues related to student progress, I have learned that it is essential to be sure that both parents and students understand my philosophy on this subject, as well as my studio policies relating to it. Of course, this information must be clearly presented at the pre-enrollment interview, and it also needs to be periodically reiterated. I always begin each new teaching year with a reminder to all returning students and their parents of my expectations for their ongoing responsibilities related to practice.
Read on to find
out how our three writers for this issue, Lisa Caramia, Beth Jones,
and Sue Steck-Turner, deal with the subject of practice at their
pre-enrollment interviews with prospective students as well as
with their continuing students.
from Lisa Caramia's article
One of the purposes of the interview is to educate both the parent and the student about the discipline of home practice
In one of my early years of teaching, a mother dropped off her daughter for a lesson and reported to me, "She loves coming to lessons, but she doesn't practice. Make her practice!" I imagined myself jokingly asking the mother if she thought I should move in with them. Even back then, I had a policy statement and interviewed potential students, but I don't recall the details of the interview with this particular family. Of course, no one can actually make someone else practice, but perhaps my policies and interviewing process have improved enough over the years not only to weed out a few potential problem families, but above all, to educate both the parent and prospective student about the discipline of consistent home practice.
What do I do at the interview?
During the first portion of an interview, the parent, child, and I sit at a table to discuss practicing, which also includes my showing them some materials and handouts to aid and encourage practicing. I then engage the child in a few activities that model practice steps.
Lisa Strouse Caramia works with school-aged and adult students in her independent studio near Rochester, New York.
from Beth Jones' article
What happens at the interview?
Whenever I conduct a pre-enrollment interview, I provide the following material for the parent to study during the time that I am auditioning his or her child:
What do I do at the interview with a prospective transfer student?
During a transfer student's interview session, I like to learn
something about his or her home practice. Does the student tend
to practice all in one sitting, or is the practice often divided
into several shorter segments? In asking when practice usually
takes place, I've learned: "right after school," "before
bed," "sometimes a few minutes before school,"
"after supper and a shower," "before leaving for
karate," "after one hour of homework," "all
in one sitting," "I tend to do it in one chunk, but
sometimes I divide my practicing it depends on the day,"
"either before or after my homework." Often I discover
in the pre-enrollment interview that the student is already accustomed
to practicing what I would consider to be an adequate length of
time.
Beth Jones teaches at the North Central College
Piano Academy in Naperville, Illinois, where for eleven years
she served as the Academy's director. She holds degrees in piano
performance from DePauw University and the University of Alabama.
In addition to her teaching, she is also very active as a performer
and adjudicator in the Chicagoland area.
from Sue Steck-Turner' article
What are my expectations for student practice?
Practice can be the bane--and the beauty--of our existence. Compliance or non-compliance to practice instructions creates the pain or pleasure experienced during lessons.
At our initial meeting, I give parents and students my studio
policy and practice procedures sheet for them to read and discuss
with me. (See example 2) Everyone leaves appearing to understand
and to be reasonably assured that they can follow through with
my expectations. However, through the years I have learned that
most parents are basically ignorant when it comes to music lessons
and initially are thinking primarily of that wonderful final product,
rather than the long journey required to reach that reward, and
that most students are just along for the ride. After the initial
"honeymoon" is over, many students and parents become
disillusioned about their commitment to what is emerging as a
rigorous discipline. . .
Sue Ann Steck-Turner is an independent teacher
in Lafayette, Louisiana. She is certified as a Master Teacher
by MTNA and is currently president-elect of the Louisiana Music
Teachers Association. She is active as a collaborative pianist,
clinician, and adjudicator
For the other Samplers from this issue
