Teacher/Student/Parent
Barbara Kreader, Editor
Sometimes I am relieved to hear that a student has decided to stop lessons, especially if the student and I, together with the parents, have tried everything to keep interest going. Blake presented a different story. Eager, intelligent, musical, and coordinated, he had been practicing and playing like the little powerhouse he is. I loved working with him.
In this month's article, Tulsa teacher Karen Harrington talks about her feelings when her daughter decided to quit piano lessons. Sometimes we simply have to give in. Did I try to talk the family out of their decision to end Blake's lessons? No. Despite the fact that Blake "didn't want to quit," I know the pull of Little League and I also knew that Blake was overscheduled with swimming and the tutoring for possible entrance, as a fourth grader, into a high school math program.
From the experience of teaching Blake's two older siblings, one who became a serious ballerina and the other a math whiz, I also understood that the family saw piano lessons as a finishing touch, a way to increase brain cognition and develop body coordination. These goals, while certainly not my only ones, are worthwhile, and Blake had already achieved them. In addition, he wouldn't have even a minute to practice, which would frustrate both Blake and me.
I shed a few tears, let go, and made "The Call" back. "Congratulations to Blake for making the team. I feel sad that his involvement with baseball means he has to give up piano lessons, but I respect you for helping him choose among activities so he doesn't become overscheduled and miserable." He came for two more lessons. He played all of his favorite pieces for me and we celebrated all he had accomplished.
I then sat down with myself and reflected once again on my role as a teacher. I can command, cajole, cheerlead, encourage, plead, advocate, and even demand, but in the end, the parents and the child are the ones who have to choose to study and to make piano lessons a priority. I am merely the medium between the music and the child.
Eight months later I received another call. Blake wanted to "take a few lessons" between swimming and baseball season. Unfortunately, my schedule was full. I have rarely felt sorrier that this was the case.
from Karen Harrington's article
Who should drop out and who should continue?
When a student says he or she wants to quit piano lessons, I am not usually surprised. How I respond depends on the student, the family, and my assessment of the student's progress. Often I am the one to suggest that a student not continue. In many cases parents want their children to continue simply because "it's a part of their education." However, when the student is unhappy and does not respond to my suggestions, and when we have wrestled with the situation for months, I tell the student and parents that we should stop. I will not keep a student who is unresponsive and sincerely no longer wants to come to lessons. I ask students to quit only after I have talked honestly with them about their capabilities and about any literature that might keep them interested.
There was a time in my career when I decided that I wouldn't keep students who didn't show some talent and have a flair for piano, but in the long run I am glad that I didn't stay with that policy. We have all dealt with students who "didn't have a musical bone in their bodies." After working with these students, though, I have found that with perseverance on my part and theirs, they can keep a steady beat, read fairly well and play musically. I often reflect on their beginnings. Although the progress is slow, they enjoy their lessons and ultimately develop skills and great attitudes! What better way is there for them to develop self esteem, enhance their lives, and learn to focus? Besides learning to play the piano, they develop coordination and perseverance that benefit their performance in school and in life. When students are consistent in their practice and are proud of their accomplishments, I know I have succeeded. Often students with less natural talent are ultimately more content with piano than the talented ones who perform well in competitive auditions.
Throughout the year I often talk to many of my students about why they are taking piano lessons. We have heart to heart talks about their future in piano, about their interest in the arts and about their attendance at concerts (which I urge them to attend). I ask about their practice habits, and specifically whether they go to the piano on their own or if a parent has to insist that they practice. Because routine plays an important role, I ask about the time of day when they practice and how long they spend at the piano. I write goals in their assignment books, making certain they are reading their assignments and following my directions. Their answers are not always what I would wish; but they are generally honest, and the conversations allow us to set realistic goals and shape useful habits. When sports and other activities interfere with practice, I work with the student and parents to set a time each day or at least planned times during the week for practice. Without practice, students just will not advance. . .
Karen Harrington, NCTM, maintains a studio
with over thirty-five students in Tulsa, OK. A graduate of the
University of Oklahoma, she is also active as a clinician and
adjudicator. She is currently president of the South Central Division
of MTNA for which she previously served as secretary. Karen is
a past president of Tulsa Accredited Music Teachers Association,
and has served the Oklahoma Music Teachers Association as member-at-large
to the board, as a member of its certification committee, and
as President of the Northeast District. Karen is also currently
president of the Tulsa Piano Study Club (an organization dating
back to 1915). She also produces music theory games through her
own company, Music Games 'N Things, and in addition, she is a
co-author of the Hal Leonard Student Piano Library Theory Workbooks
and author of the Hal Leonard Notespellers.
For the other Samplers from this issue
