Buried within the often whimsical seeming comments of a 5 year old, can be essential clues to understanding their interests and motivations.
Yesterday, I was teaching a 5 year old student out of Faber’s “My First Piano Adventure” level C. An interesting thing happened. I think the piece she was learning, was “Ludwig’s Accents” (which is really well arranged by the way, the Faber’s did a superb job of this).
Everything was going as usual, we sang and played the song together, talked about what the accents meant. Then she asked if I could demonstrate the duet part to her, which I did.
Then she said: “I would like to learn and play that duet for the recital”.
What?! Huh?! Do have wax in my ears?
I said, “you meant you want to play the duet together for the recital?” (Bear in mind the recital is just over a month away).
“No, I want to play what you just played”.
Yes, its what I thought. She was asking me to teach her how to play the teacher’s part!!
As a teacher, I’ve begun to recognize one thing: this request is a clue. Go with it!
We spent the next 10 minutes in this hard-to-explain “flow”, going back and forth, where we didn’t speak at all – I’d demonstrate part of the duet, she’d copy me. We actually got through the first four measures of it, and she was practically playing it. Her first time! I have a feeling that over a few weeks of doing this repetitively, she may begin to get it. But she’s getting it because she wants to. She had that burning desire inside, and it was her request.
Now I can also surmise that perhaps she likes something about that style of music, whether it be the harmony, or rhythm or mood. Another clue for when I’m hunting for new music for her to try.
My initial inclination, as a “rational adult”, was to say “well that part’s for the teacher!” Or “are you sure you want to try that? It’s a little tricky”.
But being open to the fleeting requests of a 5 year old can bring you to unexpected places. When a student really really wants to pursue something – even if in our logical adult minds it seems beyond them – desire and engagement go a LONG way.
Pay close attention to things your students say today!
August 12, 2011 at 11:11 pm
A 6 year old student of mine wants to memorize Beethoven’s “Fur Elise” and “Bumble Boogie” adapted from the “Flight of the Bumble-Bee” by Jack Fina. He is at level one, has small hands and does not want to follow correct fingering. Even more simplified versions of the pieces he wants to play are too difficut for him to play. I feel he needs more basic music study first. What is the best thing I can do for him?
August 13, 2011 at 6:52 am
As tough as it is to put aside our adult “rational” thinking, if the enthusiasm is there, just go for it! You’d be surprised how hopeless he might seem the first few times trying it (wrong fingers, takes long time to show him the notes etc). But either one of two things will happen.
1. He’ll lose interest after trying it a few times; no harms done.
2. Or, if he is like my student, and he’s determined to continue learning it, you’ll correct those fingerings eventually and his enthusiasm, if it lasts, will work to his advantage. He may refuse to use correct fingers at first, but if he learns the notes first, he will eventually (hopefully) want to correct those fingerings later on.
I suggest if you do attempt to show him, that you watch his attention spam closely, and you’ll find maybe only showing it to him 5-10 minutes at a time, for several lessons in a row, works best. My student learned the duet over several weeks of me showing it to her, and eventually she memorized it enough to practice it at home too.
Good Luck!
October 1, 2011 at 12:34 am
I like your advice. I feel better about letting my student pursue the music he is enthusiastic about. Thanks for your help with an explanation of how to teach this way. It will be a learning experience for me, too, that I look forward to trying.
October 1, 2011 at 6:58 am
Mary
Awesome! So glad to hear your open to trying something new. One of the most challenging things I find, of being a teacher, is going outside of what’s comfortable to do what might be best for the student.
Good luck!