It’s sometime now, since I’ve been spending 15 minutes of piano class to talk to new piano parents. Explaining piano practise and any difficulties that the student has, and how I’m teaching to get beyond them. Explaining piano teaching methods in general and my teaching approach specifically.
I talk a little about it when prospective students and their parents come to meet me, so parents know what to expect. I call up working parents who don’t make it to class, either during class time, or the next day, when just writing in the homework book won’t do.
I’m writing about it, because it has made a huge difference to the quality of support that my students and I receive from their parents. The simple truth is this – Students who last out in piano are invariably the ones whose parents get involved.
What parent involvement means
Children and teenagers usually don’t practise on their own, because they have difficulty scheduling studies, piano practise and play. So, at the start, parents involvement means scheduling practise and reminding children to practise.
It means being around at practise time, because piano practise is a very solitary hobby and children usually need company. Just knowing that someone’s around and will pop in now and then to sit and listen to something, or remind the student to read the homework book and follow practise instructions for a difficult section make the difference.
Later, as the child gets older, and used to learning the piano, parent involvement changes. This is when parents need to get their child to study and practise independently, using study and practise charts to help their child keep track of progress.
Parents who provide the structure and encouragement, and downplay their role and let their kids enjoy their achievement, often end up have kids who learn to love piano practise, and who go to the piano to have fun and to de-stress when they’re tired or need a break from studies.
Years of talking to parents made me realise that parents often just don’t know what good practise is, and sometimes correct their child for doing something that I, the teacher, have instructed their child to do when practising, in order to make practise fun. So, here are some of the things we (the parents & I) discuss in those 15 minutes.
Making the child’s distraction a teaching tool
“Sit still! Be serious! And play!”
This is what many piano parents are saying to their young kids at home, in an effort to get practise done. And it’s just quite crazy, because, it’s normal for young kids to have shorter attention spans, and to fidget. It also goes against what they’re learning in piano class, which is
“Play is an integral part of learning”
Many of us piano teachers are letting the child’s idea of fun determine what goes on in class.
- We’re creating off-the-stool piano activities that include movement to teach musical concepts, and we’re allowing students a ‘walk around’ or ‘dance’ or ‘chat’ break, when they need to move or tell stories.
- We’re assigning homework with breaks and/or activity and need parents to understand that this is what good practise looks like, for young and energetic kids, who often don’t get enough exercise in their daily routine.
Piano parents sitting in on class, see that their child is allowed movement, and see that the teacher is using this to teach a musical concept and often have questions. Some parents understand the advantage of this teaching approach immediately and others take time to understand, but irrespective, all have questions. Because sadly, learning through fun is a very new concept. So teachers need to take time to explain.
We’re talking in piano class, about the value of play, and about fact that the average Navi Mumbai child today gets much much less than the recommended physical activity he/she needs to grow and develop. Talking about the fact that children need to play and move to develop good motor coordination seems to make parents realise it’s importance.
Managing breaks during home piano practise
Young children practise better when practise time is shorter, with breaks in between. Parents often have difficulties just getting their child to go to the piano, and just writing out instructions in the homework book is not enough. Plus with some kids, there’s a risk of breaks getting extended and sabotaging practise.
Teacher’s need to understand what happens at practise time at home. Some kids practise better early in the day or just after school, while others are more attentive at the end of the day. With some kids, repeated reminders to practise are quite normal – and do not indicate a lack of interest – this is something parents need to understand.
Parent’s often don’t realise the importance of blocking extra time for practise, so there’s leeway for students to delay, run around, or just try out their own stuff at the piano. Teachers have loads of ideas of their own, and all that they’ve learned from other parents, so talking about practise helps.
Noticing those small (but BIG) achievements
This is the most important issue that I’ve faced with new piano parents. Every child has different difficulties, and what seems easy to an adult, may be really really hard for a young child. A lot of times, piano class is repetition. Piano teacher’s work for years, correcting the same weak spot at every class. It may be sitting still long enough to practise a piece well, bad hand position, banging the keys, an inability to play slow, or to play on time. Parents getting the same feedback class after class, need to know that this is how it goes in piano class. It’s quite normal.
It’s not that their child is lazy or inattentive, but that it’s difficult for a child to remember and to work on his/her weak spot at home, when there’s no teacher around. It’s good when parents remind their child, but only if it’s once in a way. Too much, and children feel they’re being chased or nagged and it takes the joy out of practise. What really works is positive reinforcement. Record the student when there’s a successful attempt at home, show it to the rest of the family later, and bring it to piano class.
Sometimes, the improvements are so small, that parents simply can’t see them. And yet these tiny steps forward are so BIG, because the young piano student has had to really try hard, and they deserve praise. It’s why piano teachers take the trouble to point out small improvements. And take the time, to explain to parents, why they’re such huge steps forward.
Here’s a related post ‘Teaching parents the value of struggle and how it’s helping’
My Piano Mom’s (and some Piano Dad’s) help make their kids see that learning something new and challenging is fun. They also make teaching their kids a joyful and rewarding time for me, and I see them as an immense support to the learning process.