Skip to main content

When to Practice by Yourself Part 1

There is a huge difference between the four-year-old student and the eight-year-old student.  That might sound like an obvious statement.  Of course an eight-year-old is different.  And yet--almost without fail--the parent is inevitably shocked when it happens.  One day the child is fine happily following directions.  The next day that same child wants to do everything himself.

When this change takes place some things are easy to allow.  Of course the child can make his own cereal or dress himself.  Those are simple tasks and it's important that he start feeling independent.  With independence comes more responsibility.  The chores that can be assigned to an eight-year-old are different from what a four-year-old could do.  In many ways it's a relief for the parent not to have to monitor the child's every move.

But when comes to practicing this newfound independence usually leads to fights.  Gone are the days where the child is happily using a dice to determine the number of repetitions.  Now every repetition is a battle.  And to top it all off, the parent--in the child's eyes--is stupid and knows "nothing" about the instrument.

So the parent becomes exasperated and throws in the towel.  "Correctness" seems less important than just having a day where the child practices without a fight.  After all, isn't the most important thing that the child just plays?

Well... yes and no.

Here's the thing: an instrument is not a simple task.  This is something an adult understands but a child does not.  To the eight-year-old all tasks are equal.  The bottom line during this age is independence.  So long as the child gets to do it himself it's a victory.  Quality is not something that even crosses his mind.

But the adult can see that the quality is suffering.  It's not enough to merely do something ten times.  It has to be ten good times or the lesson will not be learned.  It is this conflict of interest that causes fights to ensue.

So when should a child practice by himself?  More on that in part two....

Comments

Popular posts from this blog

Principles of Sowing and Reaping for the Suzuki Parent: 5 Steps to Beginning Suzuki Success by Preparing the Soil

Last school year, I started a group of 4-5 year old students in a pre-twinkle cello class. One mother actively ignited her daughter Ella’s interest in the cello before enrolling in the program. Over the course of a few months, she helped Ella prepare to engage in a new learning process. They observed lessons, listened to cello music, talked about the cello, and actively built Ella’s excitement - all before starting lessons.

This experience allowed me to see how much a parent can cultivate their child’s interest, motivation, and readiness. It gave me a new appreciation for the parents’ role in preparing young children for a positive Suzuki experience.

Here are five ways to prepare the soil to help your child succeed in a Suzuki experience.


1. Build Your Knowledge

Parents are integral to the success of the Suzuki process. If you start a young child in a Suzuki program, your role as a parent will be very active. Your knowledge and education about the Suzuki method and philosophy helps y…

The Private Teaching Business Model

Over my years of teaching I've come across a wide variety of interpretations about the private teaching business model.  I feel that this is a natural result of the type of society we live in.  Many services these days are either "subscriptions" or "appointments."  For example, a gym membership is a subscription.  You pay a monthly fee to use the facility at any time during their hours of operation.  A doctor's visit or a haircut is an "appointment."  You call ahead to set up a time, you show up and then pay after the services have concluded.

With most services falling into one of these two categories, most people try to rationalize music lessons as one or the other.  However, music lessons are neither subscriptions or appointments.  They are actually a combination of both if the business entity is going to be successful.

The reasons why this hybrid business model occurs are:

1)  The service itself is centered around personal attention (appointmen…

Martial Arts and Music

I remember a few years ago I was having a conversation with one of my adult students about martial arts and music.  I always looked forward to my conversations with this student because she happened to be a fabulous Montessori teacher and founded what ended up being one of the biggest Montessori schools here in San Diego.  So she was this wealth of knowledge and it was such a privilege for me to be able to "pick her brain" from time to time.

Going back to the conversation, she observed that music and martial arts work really well together because they both required the same type of focus.  I have practiced martial arts for almost ten years so this is an opinion I have had for a long time but it surprised me to hear it coming from someone else.

Both music and martial arts revolve around the idea of a focused body and mind.  Teaching an extremely young student how to keep their instrument in place for one Twinkle is more mental training rather than physical.  Holding a light …