Practicing Piano: Does It Feel A Chore?
“My kid never wants to practice!”
Thankfully , that’s not something heard often from parents of our students. We have a specific way of acknowledging this matter and it varies with each student. However, if you are faced with this dilemma, you ought to be able to deal with it effectively.
More often than not, the root cause of the “problem” is never acknowledged. Rather, it is approached with the perspective that it’s your kid’s problem and not someone else’s.
When it comes to your son or daughter having the discipline it takes to sit at the piano and practice for a certain length of time, this is a matter of its own. Naturally, upbringing in the home including values and habits that are nurtured will have an impact on this. Some parents will even opt to have their youngsters engage in music lessons to help from and nurture disciplinary habits.
However, this message is devoted to the issue at hand. Given the scenario that you’re investing in those lessons and your child is showing little desire to sit at that piano or keyboard, how is one to deal?
Well, treating the situation as if it is a problem isn’t likely to lend itself to anything but contributing negativity to the matter. Blaming your son or daughter won’t lead to anything positive. Realistically, how many of us would become motivated by having someone pointing their finger at us with admonition?
If your kid isn’t taking the initiative to walk to that piano or keyboard with enthusiasm on his or her own, then be curious enough to find out why.
Is it a lack of rapport with the teacher? Is it the practice material being given? Are the challenges being outweighed by the results being realized?
For example, if a typical expectation is to have the student practice a certain song in the method book along with other exercises like scales, is it being presented in a fashion that leads to your kid associating a fun time with it all? Or, rather, does it feel like a job to trudge through?
Play It In The Key Of C (Communication)
This is where an effective communication triangle provides the most value. Student, parent(s), and teacher need to converse in a manner that is positive and result-oriented. The conversation ought to include open discussion, respecting the student’s individuality rather than be conducted in an effort that has the student feeling like the target of blame.
There is no legitimate reason for a student associating negative feelings when it comes to his or her relationship relationship with the instrument.
Accepting that last statement as truth and gearing your mind set and efforts toward having your youngster associating great feelings toward his or her involvement with playing music is key. Make this your goal and you will be pleased with the results.