Yamaha
At Yamaha, we believe that music transcends time and borders -- barriers that usually prevent the world's people from forming strong heart-to-heart bonds
Visit yamaha-europe.com
|
Sound ON Sound
SOUND ON SOUND is recognised internationally as the 'bible' of the hi-tech music recording industry.
Visit soundonsound.com
|
Steinberg
Steinberg has been providing award-winning, technologically-advanced music and media production products for musicians and...
Visit steinberg.de
|
|
Futuremusic
There's so much good stuff packed into our reviews section this month that we don't know where to begin!
Visit futurenet.com
|
|
M-Audio
M-Audio, a business unit of Avid, Inc, is a leading provider of creative tools for computer-centric musicians and audio professionals.
Visit m-audio.com
|
|
|
|
Music Motivate
1. Learn a song they know.
I know this sounds obvious, but sometimes the obvious isn't so obvious. The fact is that people like to play songs with which they are familiar. It may not be the "correct" song for the sequence of learning that you have subscribed for the student, and it may not even be a song you like. But in the interest of turning the student onto playing the piano, sometimes we need to abandon our curriculum and our own musical tastes in order to better serve our students!
2. Play the song for them.
I can hear the exclamation across the internet wires, "But they won't learn to read!" Maybe not, but if they are not motivated they will quit and then our chances of sharing music with them have just become zero. At least, for a short time, if we play for them they may still continue with their lessons and we will still at least have the opportunity to share with them the gift of music!
3. Let them hear a professional performance of their instrument.
Take them to a concert. Bring a video tape to the lesson. Spend a lesson listening to a recording of a professional playing the instrument they are learning. Share with your student your love for the performance!
4. Create a performance opportunity.
I prefer to call them "Events of Recognition". The piano student's education can be a lonely one. Unlike other instrumentalists, young pianists usually do not have many ensemble experiences in which to share their music. Eventually, if they become "good enough" they will be able to play with a band, or as the accompanist to a school choir or soloist. But, until then they practice and practice alone, being encouraged to grow each week by their teacher. How straining on their need for recognition! Provide an opportunity for your students to be recognized for their efforts. A yearly recital in which the quality of the performance is not as important as the student's desire to share her music An afternoon performance at a local nursing home (The residents are usually ecstatic about having young people and music "in the house". It's an awesome combination!) Or how about a piano club that meets at a local yogurt shop or cafe once a month? The possibilities are only limited by your imagination!
5. Listen to them.
I don't mean musically, I mean as a person, as a young person that is motivated by his emotions. As a person who is trying to figure out what this world is all about. "People don't care how much you know, until they know how much you care." Recognize their feelings.
6. Give out rewards.
Not something I prefer to do, but none the less, something that at times does work. My reason for not handing out rewards is two-fold. First, I prefer to motivate intrinsically, to focus on how great it feels to set a goal and then accomplish it. And second, my experience has shown that students then have leverage on me. The "I'll produce when you give me something" syndrome. I want them to focus on themselves as the cause and effect for their experience in their lives, not on the external factors.
7. Validate them.
Similar to number 5, let students know how you feel about them and how the music they make allows you to feel. It usually sounds like this, "Wow, Mark, when you play the piece that fast I feel like getting up an dancing. It feels so exciting to me!" (Substitute the appropriate emotions with the piece!). Be cautious to avoid praising. Validation is much more powerful because it shares the emotion; it shares your emotional experience of their performance. Praise simply critiques the performance. ("That was good.")
8. Have them compose their own song.
It's o.k. if they can't yet notate it. Do it for them, or better yet, let them create the notation that works for themselves. What a wonderful way to gain insight into how our present notational system was created. Overall, simply allow them the opportunity to express themselves through their instrument.
9. Participate in a role reversal lesson.
Let them be you and you become them. It's amazing the insights I have gained by being my student's student. I have learned about their perception of me and my delivery. It's often not how I intended it to be and I then have the opportunity then change it. It's also a fun activity!
10. Review old songs.
What a perfect opportunity to brush up on old repertoire! There are times in every student's education that are not times to learn more "new stuff". These are times for digestion and celebration. Times to sit back and simply feel good about our accomplishments. Usually they are times that are not taken often enough.
|
|
