Anyone who has ever taken a music lesson knows the feeling of dread that comes from showing up at the lesson - unprepared. But what if it was ok to be unprepared? Painting: Guitarist by David Allen.
I recently heard an adult guitar student say something that many of us have likely said at one time: “I need to cancel my lesson, because I haven’t practiced.”
The thought of showing up at a music lesson unprepared causes a myriad of emotions in people – shame, embarrassment, anxiety….and outright fear.
Music teachers are so used to students canceling lessons that many of them charge for the lesson whether the student shows up or not.
Where did we get this idea that a music lesson was an audition of sorts that we had to meticulously prepare for each week? That we were somehow ‘wasting’ the time of the teacher if we didn’t practice the material well – or at all – in a given week?
The fear of not having enough time to practice – and showing up at lessons totally unprepared – likely keeps enormous numbers of adults from formal study of a musical instrument. Between jobs, family, children, friends, civic commitments, house chores, hobbies, Facebook, surfing the internet! – who has time to practice an instrument?
What if you were told you could sign up for music lessons, but didn’t have to practice?
I played the guitar as a preteen, teenager and young adult, and then put it down. Over the years, I took a few lessons here and there. Usually, I just stopped practicing, and ended the lessons.
For the last five years, I’ve studied with Chuck Anderson (our own Music After 50 blogger!). I sometimes marvel at how I’ve not only stuck with guitar lessons for five years as an adult, but have made leaps and bounds musically I would have previously thought were impossible. How did I do it? What is the secret to my ’success’?
Brace yourself…..Chuck told me to come to the lessons whether I’d practiced or not!
I have used countless lessons to work on the material that was given to me the week before. That’s one solid hour of ‘practice’ with a teacher assisting as needed. When I was first learning scales, I would sometimes simply practice the scales – in the lesson. I used to say to Chuck this must be pretty boring for him, and he’d say, ‘No. I’m used to it. I do this with students all the time.’
I searched the web for conversations about this very topic, and found exactly what I suspected I’d find. In a conversation thread on violinist.com, students talk about postponing lessons because they haven’t practiced. Here are some excerpts:
“I would much rather be prepared for my lessons, out of respect to my teacher and for my own self esteem.”
“I can’t help questioning my habit of wanting to avoid wasting my teacher’s time and disappointing her for lack preparedness on my part, at the same time, I also firmly believe that it is not the most efficient way of utilizing my teacher’s time or my tuition if I didn’t practice enough before a lesson.”
One lone commenter says the following, but gets little support for his views:
Why do we need to be prepared for a lesson? Sometimes [the teacher] will need to help the students through rough spots. Times when you have been sick; [times] when you have been busy. Times when you hit a plateau and [can’t] get past a problem. It seems like these are the times when you need a lesson (and [an] understanding teacher) most. This is when a good teacher shines and helps you get back on a good path in playing.
My experience with my teacher is exactly as described above. On a practical level, Chuck gets paid whether I’ve practiced or not. It’s my decision to use my time wisely or unwisely. It is only because of this lack of external pressure to practice – that I’ve made so much progress musically.
Of course I’ve practiced – some weeks more than others and some years more than others. But unless I’m sick or out of town – I attend a lesson each and every week. The discipline required in my course of study? Showing up. It is having the permission – not to practice – that motivates me to attend the lessons! And, of course, attending the lessons is ultimately what motivates me to practice! As any good teacher knows, a student’s motivation to excel comes from within. And learning how to motivate students is the hallmark of a great teacher.
If you’re talking to prospective teachers, ask them about their approach to lessons and practice, and listen closely.
Speaking of practice, I wrote a short e-book called Ten-Minute Music Practice: How to Do It and Why It Works. It’s got practical advice that is tailored for beginners, as well as people who haven’t picked up an instrument or sung in many years. It’s also great for people who have been stuck at the same musical level for years. If any of these describe you, take a look here.
This article by Leah R. Garnett was originally posted on Music After 50, a blog dedicated to musicians over 50.
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