Convincing others (or ourselves?) to take music lessons
9 Oct 2013
Expressing the inexpressible...?
For about a year now I've been teaching the Piano Pedagogy course at Boston Conservatory, a requirement for undergraduate pianists. It's been a learning experience for me, as I never actually took a course on the subject – my own abilities as a teacher have been formed by experience and by seeing the examples of many wonderful teachers who taught me.
But one of the particular challenges as I think about helping conservatory students become better teachers is that most of their future students are likely to be less gifted and ambitious than they are. Only the most interested and talented students end up attending music school for college or graduate school, but many of these will end up spending at least some portion of their careers teaching students who may not even want to be there. They may have parents who drag them kicking and screaming to their lessons, or (if their teachers are lucky) they may want to play the piano but will not be willing to put in the work required (I can relate to this myself – I don't always WANT to put in the work needed, but I have learned through experience that hard work makes me play better, obviously).
A further challenge to the future incomes of these students (who, by the way, are spending quite a lot on tuition!) is that piano lessons are not something every kid (or parent) is interested in, and I would guess that the numbers have decreased over the past 10 or 20 years (though I don't know for sure). There is certainly no doubt that funding for music education in schools is lower than it once was. The debate over funding for arts education is constant, and it has led to a variety of studies attempting to show the benefits of music, for example, beyond the attainment of skill at an instrument or the increased appreciation for Beethoven Quartets. Recently, my Facebook friends have been gleefully sharing this article the recent Nobel Prize winner (in medicine), Thomas Sudhof, who credits his bassoon teacher with teaching him his most valued skills (work ethic and listening).
I would certainly concur that childhood music lessons teach much more than music (though that it in and of itself is valuable and enjoyable of course). What I don't know is how much is specific to music lessons and how much is gained by the mastery (or the process of mastering) any skill. My daughter, for example, spends about 2 hours a day, 6 days a week, at the ice rink, and I'm proud of her accomplishments. But while it would of course be an amazing (and unlikely) achievement one day to go to the Olympics, the real benefit of all those hours (and all those thousands of dollars spent on coaches) is that she is learning to be disciplined, to perform in public, to cope with nerves and disappointment, to have courage (it's pretty scary doing a double lutz), and of course it's also good physical exercise. Some of these same skills or personal qualities might be developed in music lessons. And these life skills are clearly beneficial in many fields, as the Nobel Prize winner Sudhof said. On the other hand, more time spent on music means less time spent on, say, computer programming, or some other potentially useful skill.
Another article making the rounds on Facebook is on a familiar subject: what kind of qualities or activities separate the great achievers from the rest of the world? This particular article uses high achievers in distinct fields (Mozart and Kobe Bryant) to illustrate some key elements of success: two main points are that when we practice, it will take time (10 years, in fact) before we achieve greatness, and that our practice needs to be with a specific purpose (something I've been telling students for years). Mozart is cited as an example of the first point, and Kobe Bryant as an example of the second.
Do articles like these help to persuade parents to sign their kids up for music lessons? I think there are some who look at kids' extracurricular activities as a stepping stone to college admissions. There are many kids who diligently practice an instrument only to stop the moment they arrive at Harvard. The number of adults in community orchestras clearly is much smaller than the number of kids in youth orchestras. Is this because they don't have the time? (That is certainly possible! But many kids in youth orchestras get there only because their parents act as full time chauffeurs and secretaries). Is it because they now hate music? (That doesn't seem likely – I assume their appreciation for music would be greater). Are there a lack of community orchestras for them to join? (Possibly, depending on the community where they live).
I think that aside from the time issue (which can be real – some adults work multiple jobs, and/or have children to care for, etc), I think adults simply don't value their own “extracurricular” time as much as their kids'. That is, they might set aside many hours (and dollars) to take their kids to take music lessons, but they themselves think “it's too late for me.” When it comes to sports, I can see this line of thinking – a 40 year old might hesitate to start learning to ski for fear of injury, whereas a 10 year old can heal quickly. And in music it is true that an adult learner will never be able to achieve what a 15 year old who started at age 5 can do. But I think many are enrolling their kids for “extra-musical” reasons (get in to college, develop a work ethic, learn an appreciation for culture) that isn't necessary any more for an adult (or so they think).
I have to express admiration for those adults who do see that education (musical or otherwise) can and should continue throughout our lives. I have an adult piano student who is 74 years old. I know some skating parents who take lessons once or twice a week (I took an adult class for a few months years ago, but it doesn't fit in my schedule any more), amazed to see how much braver their kids are on the ice than they are. My mother, when she was in her 60's, took the same introductory computer course two or three times in an attempt (not altogether successful) to be more comfortable with word processing and other basic computer skills.

Many years ago, as a college freshman, I was in New York rehearsing with a violinist friend in the home of the great pianist Ilana Vered. I was giving some musical advice to my friend when Ilana walked in the room and said “you should give the same advice to yourself.” Many of us devoted parents who take our children's mental, physical, emotional, and spiritual development very seriously might think about being good “parents” to our own selves.  
<February 2021>


Beethoven: Concerto for Piano no 5 in E flat major, Op. 73 "Emperor"
Mendelssohn: Concerto for Piano no 1 in G minor, Op. 25
Barber: Concerto for Piano, Op. 38
Brahms: Variations (11) for Piano on an Original Theme, Op. 21 no 1
Schumann: Papillons, Op. 2
Schoenberg: Little Pieces (6) for Piano, Op. 19
Kirchner: Pieces (5)
Bartók: Out of Doors, Sz 81/BB 89
Bartók: Romanian Folkdances (6), Sz 56/BB 68
Bartók: Sonata for Piano, Sz 80/BB 88
Bartók: Rondos (3) on Slovak folktunes for Piano, Sz 84/BB 92
Bartók: Allegro barbaro for Piano, Sz 49/BB 63
Bartók: Mikrokosmos, Sz 107/BB 105: Book 6
Bartók: Dance Suite for Piano, Sz 77/BB 86
Ravel: Concerto for Piano in G major
Beethoven: Sonata for Piano no 14 in C sharp minor, Op. 27 no 2 "Moonlight"
Dvorak: Trio for Piano and Strings no 3 in F minor, Op. 65/B 130
Rachmaninov: Concerto for Piano no 2 in C minor, Op. 18

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