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So, you want to teach the piano, eh? Well, before you start...4
In her continued series concerning the trials and tribulations of becoming a
piano teacher, contributor Alison Ruddock examines the bêtes noires
of the teacher and pupil's musical activities, practice and
progression
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The "P" Word
We have established methods of teaching, assessing, planning and
implementing lessons, but if a child is unwilling or unable to practise, we are
destined for problems.
For beginners, practising is difficult since there is not really a lot to
do, and giving them too much can be counterproductive. For young beginners,
practice can become tedious and a set length of time each day will seem like an
eternity. It is not surprising, therefore, that children who have all the right
qualities can fail miserably because they are unable to concentrate or work
alone. Although it might be easy to dismiss this with the beginner, remember
that the need to develop a routine from the word go is very important.
Difficult and unpleasant though it may sound, a child who shows a reluctance to
practise in the early stages should be made to work, and this should feel as
commonplace as, for example, sitting down to an evening meal. This is where
calling in the parental hit squad is quite useful, since only they can help a
reluctant pupil. A set of guidelines is useful and is worth giving out when you
start the pupil off. (Do not forget how easily pieces of paper can be lost - a
good idea is to glue these onto the front cover of their tutor, or hand them
out regularly):
Practising is a very difficult and lonely occupation and younger children
thrive on company. Take an active interest by sitting with your child,
listening and commenting. This will give your child an audience and will help
develop his/her confidence.
Where you keep the piano is important - try to have it in a room where the
child feels comfortable and not in a place where, for example, the family meet
only for formal occasions. Sending your child alone into the dining room, for
example, is a form of banishment and with some children, might seem like a
punishment.
Find a time of day that is sacrosanct, when the television is switched off and
the whole family sits down to do something quiet. This reduces the likelihood
of distractions. Ideally, this should be at the same time each day.
Don't "reward" your child by allowing him/her a day off. Practice is not a
punishment - being given the chance to learn an instrument is a privilege.
Don't ask a younger sibling to sit with your child because you are too busy -
this will invariably cause distractions and is a recipe for disaster.
At the end of each session, ask your child to write down exactly what he/she
has done and how it went - e.g. any difficulties encountered. If you noticed
any, don't forget to say what they were.
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