Learning a musical instrument has many different benefits beyond the musical sphere. How the opportunity is approached can dramatically add to the positive impact of the experience. By answering three questions before the first lesson or class, the road on your student's musical journey can be void of many common bumps and potholes.
1) Why is the student going to learn an instrument?
This question defines who is leading this journey. It is not wrong nor uncommon for parent desire to play a role in students starting to learn an instrument especially if the parent regrets not giving more effort during their opportunity. If starting an instrument is because of parent desire, parents can find themselves reacting to their experience. This reaction can cause perceptions of practicing and performing to be passed down to the student instead of letting them discover their own reality when it comes to practicing and performing. It is helpful for parent to reflect on their experience, even just to avoid or to find other options to encourage their student in a healthy way.
Truthfully, there is always a portion of student desire in starting an instrument, even if the ultimate reason is because of the parent. Regardless of the amount of student desire, parental involvement and help is essential. Learning an instrument is quite involved. Every aspect of the the student will be cultivated, changed, challenged and required as they attempt to master their instrument. Wanting to do something with friends, in the events of orchestra or band, is also quite common.
Honestly addressing the who part of the why is essential in dealing with frustrations that arise as music training leads the student into more difficult territory.
2) What instrument is the student going to learn?
Answering this question with consideration is important. In consideration of band/ orchestra directors may recommend a specific instrument based on some physical attribute of your student. Please take this advise as an opinion, not an absolute. (I have known of students who were completely turned off or joining band when the recommendation was so against what they wanted.) After all, it is the student who will be spending the time and effort with the instrument.
To pick and instrument, spend some time watching different performances of different instruments (even in different genres.) Ask your student which instrument they like better and why. There are some instruments that, when young, may seem extremely daunting. Usually these instruments have a "partner" instrument that develop similar skills. These can be easy translated to the goal instrument when the student grows to a size that the goal instrument is manageable.
Different instruments come with different requirements for upkeep and costs. These aspects should be considered. Upkeep is usually not a huge issue, daily care is usually simple.
3) Where/when is the student going to practice?
Practice is the way a student pays for their instrument. Deciding where the student is going to practice at home is a topic that everyone needs to understand. If the area of practice is to busy or there are to many opportunities for distraction, than practice will be harder. having a particular place determined and even picking a time for practice can help jumpstart practice success even before the first lesson.
When picking a place and time for practice, other family needs also should be considered. Especially for the louder instruments. It might be a bit contentious for one child to be practicing trumpet while another is doing homework in the next room. As a parent, setting a space and time with low family impact allows you to more fully support each child and to not get worn down trying to do the best for everyone. (A friend of mine really practiced in their shed. A former student had a space in the garage.)
Learning a musical instrument has many benefits for all ages. Answering these three questions before you start lessons/classes reminds me of a line of one of my favorite characters..."luck favors the prepared."
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