Happy quarantine!
Most of you may find yourselves stuck at home with eager young ones with either too much or not enough to do. I’ve enjoyed seeing the world learn how to bake sourdough or pick up a hobby, while kids in music lessons are expected to practice more because, why not? We have all the time in the world!
This expectation quickly turns into frustration on all sides. The student is frustrated being forced to practice, parents are frustrated for forcing a student that doesn’t want to practice, and the teacher is frustrated with lack of progress.
I am here to tell you this is all wonderful! And completely normal. Please rest assured that this happens even when we aren’t forced into quarantine and it is the number one reason students quit piano: they don’t like to practice and parents get tired of forcing to practice and “wasting money” on lessons. Let me also tell you this.
I have been a musician all my life. Whenever I perform, there is always (and I mean ALWAYS!) someone that says, “wow, you are so talented! I used to play the piano, but I didn’t like to practice so I quit after a few years.” The usual is also, “I wish I never quit,” or, “I wish my parents never let me quit.” One of the new ones that makes me sad is, “I am putting Johnny in piano lessons so he can accomplish what I never did.”
Though there are serious burdens of expectation here and underlying things to unpack, there is more that goes into a beautiful performance than pure talent. And I am sure you know what I am going to say!
Practice. Practice. Practice!
My dear mother made me practice till I was 18 - no "ifs" "ands" or "buts." Though I thank her daily for helping me uncover my passion, I wonder how much smarter a practice method would have been.
Now that I have finished music school and have my studio (currently online) I would like to offer practical solutions for you to implement in your musical life and practice routine, not just for quarantine, but for always:
1. Be Understanding = Be Structured
It is hard for kids to focus with a complete change of learning environment. This is a HUGE transition for us all. Their work space has shifted as far as adapting to new learning strategies. If music time turns into one more frustration, it will not reap desired results. Be sure to understand the “brain space” your student has left and know that “off days” will happen. You can reduce the likelihood of this happening by setting a consistent practice routine as you have with their class or schoolwork routine. Whether this happens midday after lunch, or while dinner is cooking, keep the structure in the day. It will make it easier for all.
2. Quality over Quantity
This is the number one thing I tell my students and parents when they talk to me about practicing. Parents will often say, “she only practiced ten minutes this week. I tell her if she doesn’t practice, I’m taking her out of lesson.” When I see the student for lesson, it is easy for me as the teacher to tell what kind of practice has been taking place, and I assure both student and parent, quality of practice is more important than quantity. Sitting 45 minutes at the bench and noodling around is fun and necessary in its own time, but it will not be as effective as 10 minutes spent on the two measures that are giving you trouble. Consistent quality practice is the best kind of practice!
3. Set SMART Goals
Quality practice times start with SMART practice goals. It is helpful for the student, parent, and teacher in consistency as well! Make sure to start each practice session answering each letter of SMART to set your Goals:
S- Specific
Set a specific song or section you want to tackle in this practice session. For example: Today, I will work on “Merrily We Row Along” and keep the steady beat the whole way through. Even more specific: Today, I will work on the last four measures of my Chopin Etude so they are even and expressive.
M- Measurable
How long will your practice be? How long will you work on each section?Set timer to keep accountable and to take breaks if necessary. I advise my students to use their timer on their phones for two minutes to work on technical passages. They tell me it makes the time pass quicker and they feel that they are able to get more done!
A- Achievable
Remembering you have the skills so far to get through what you’re working on will help the “it’s just too hard!” Block! Slow down, count each beat, hands separate. Use all of the skills learned so far to achieve the practice goal.
R - Realistic and Relevant
How/ is this worthwhile in the long run? Is finishing this pieceI don’t like too much one step closer to a song I want to learn in the future? Asking yourself the “why” you are practicing and remembering it even when you don’t feel like practicing is important in creating a habit and incorporating in a routine.
T - Time-Bound
Because lessons usually happen weekly, the time bound element is built into theses goals. The student knows the piece must be ready for lesson in order to move forward to the next, and eventually the special piece must be ready for recital! Setting that specific time frame is helpful in remembering the importance of goal setting for practice.
Hope this helps!
Now - go practice.
~Ms. D
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