The Value of Practice, Pt 1

Several years ago, I wrote some articles for my students and parents. I'm excited to be able to share them here...

You’ve invested in a quality instrument and lessons, but have you invested in quality practice? Perhaps one of the most misunderstood and challenging aspects of music lessons is daily practice. Practice is not always going to be something a student wants to do, but committing to this vital component will not only bring the student confidence and joy, but less stress in the process.

In the coming weeks, we’ll talk about a few common practice misconceptions and solutions. Let’s get started with the first:

PM #1: New or young students can practice on their own.
Truth: The vast majority of students are still learning the concept of discipline and developing good habits (like needing to be reminded to brush their teeth before bed) and need help building both. Learning how to practice effectively and refer to their assignment sheet is also a skill that must build on itself over time and this process happens more quickly and reliably with assistance.

Each week, I’ll hear from at least one student:

“I didn’t know I was suppose to practice that.”

“My mom/dad wouldn’t let me practice because I had to do [blank]”.

“I didn’t have time.”

Though sometimes students may exaggerate or misunderstand a situation, it is appreciated among music teachers that ALL students, no matter their age or level, need assistance to practice in some form and all teen students benefit from a degree of oversight.

What can you do? I strongly recommend that parents, even if they don’t feel they have much to offer in the way of help, participate in the practice process. Sitting with young students and helping where you can is vital to your student’s success.

Examples of how you can help:

• Drill flashcards
• Help them navigate their assignment sheet or ensure that all tasks are complete
• Ensure that practice happens, and regularly
• Create a tracking or accomplishment system (young students love stickers!)
  
• Help them schedule and prioritize regular practice
• Check in

These things contribute to their success and build confidence in invaluable ways. Above all:

Let your student know that their practice time and learning is valuable. Prioritize it!

Avoidable Pitfalls

AP #1: Leaving a young or struggling student to themselves.
These students often don’t practice, or if they do aren’t sure how to be effective and not much is accomplished in the time they do spend. Each week these students must relearn the same concepts and materials and after awhile their confidence and enjoyment erodes until they no longer wish to continue. Of course they don’t!

When a student must relearn the same material week after week or after several prolonged absences (summers off), it is understandable they would feel frustrated and no longer enjoy playing.

Progress is essential to a student’s sense of well being.
And a sense of well being is essential to progress.

Once that sense begins to deteriorate, students lose desire and commitment. It is not fair to a student to expect them to know how to do everything at first and it is not fair to young students who would do better with some help to have to go it alone. And believe it or not:

  Most students appreciate the help and all of them NEED it.

AP #2: Indicating (usually indirectly) that the student’s practice and learning is not a priority.
Parents and students have a lot on their plates and oftentimes, without meaning, time at the piano is viewed as something not as important as other things in a student’s and family’s schedule. This is typically demonstrated to a student by not ensuring time is made for practice (which I’ll discuss in a later misconception) or having no regular interaction with a student about their practice. Kids are smart! They learn so much from what we do and don’t do more so than from what we say.

If you don’t show that you place a priority on their practice,
neither will they.

I have seen countless times the immensely positive effect of regular practice and parent/sibling assisted practice. Students who show up to lessons prepared are happier. Repeat:

     Students who show up to lessons prepared are happier.

Those students who have support excel tremendously and get through the expected periods of wanting to quit. I have also seen that many students benefit from this one on one time with a parent or sibling in other ways and enjoy it. Students who have consistent help not only progress at a faster rate, they do so with more joy and success in the process.

I don’t expect any student to become a concert pianist or professional musicians. Students with these desires make themselves. But I do expect my students to be engaged and be given the opportunity to discover their potential.

I am committed to the growth of my students and their happiness on this journey and a large part of that comes in the form of help when I’m not with them.

The help a student student receives on the days
I am not with them is critical!