What actually happens in a session?
Suppose my child wants to learn a specific instrument. Can that happen within your program?
How long will it take before my child chooses an instrument?
What is the point of letting a child do whatever she wants?
How do you challenge a student?
What if my child is especially gifted? Shouldn’t he get on track as early as possible?
You are an expert teacher. What’s wrong with teaching what you know?
Why are there no practicing assignments?
How can I tell what my child is learning?
How do I know this approach is working for him?
Is there something I can do at home to reinforce my child’s experience?
How long do students typically stay in this program?
What actually happens in a session?
In a Music House session the student is invited to choose what he would like to do: which instruments to explore, which activities to try and whether to work alone or with the teacher’s help. In addition, the teacher will encourage the student to spend time exploring the piano keyboard and compare the way different instruments work. A high value is placed on ear training, and whenever possible, students are encouraged to explore, experiment and figure things out themselves. Because no two individuals are alike, no two students will have exactly the same experience. In this way, music learning is highly personalized and meaningful for every learner.
Suppose my child wants to learn a specific instrument. Can that happen within your program?
A child wishing to learn beginning piano, beginning guitar or violin can participate in “Music Plus.” While focusing on learning to play one instrument, she will also have experiences with ear training, theory, improvisation and comparing how different instruments work. These experiences will be valuable both for learning her chosen instrument as well as developing her musicianship as a whole.
How long will it take before my child chooses an instrument?
This varies from child to child. A few children have figured out by the end of the first session which instrument they want to focus on. For others, the process unfolds over time and can even take a few years till the child feels ready to choose. And some children spend years at Music House continuing to do lots of things and develop their musicianship without ever narrowing it down to one instrument!
What is the point of letting a child do whatever she wants?
Musicality exists, in some form, in every individual. In order for a student to personalize her experience and give it real meaning, her impulses to explore and experiment must be honored.
How do you challenge a student?
When I observe a student going in a certain direction and think he might be ready to try something more difficult, I offer that possibility. But it is the student’s decision whether or not to take my idea. As natural learners, children crave challenges, and most are eager to rise to the occasion, particularly when there is no external pressure to do so.
Is there a recital?
There is no recital in the traditional sense. However, there is a “Share” each spring where students who choose to participate are able to do just that: share with others an accomplishment or activity they enjoy, or even teach something to others.
What if my child is especially gifted? Shouldn’t he get on track as early as possible?
Children whose unusual musical aptitude reveals itself at an early age will find a way to make that unmistakable. If your child is the next Artur Rubenstein, he will let us know loud and clear! And even for such a child, a holistic environment can only enhance his learning experience.
You are an expert teacher. What’s wrong with teaching what you know?
There is a difference between offering and imposing. When I think of something that might be helpful to a child, I do not keep it a secret! But if she has other priorities or needs at the moment, she may choose to disregard my offering. At least she has heard it and can stash it away for possible future use. It frequently happens that a child who appeared to have no interest in what I said at one point will suddenly recall and implement it weeks or months later!
My child needs lots of structure. Too much freedom makes her wild. How will this approach work for her?
There are indeed a few children who feel overwhelmed by having too many choices. If I feel that a child is becoming overwhelmed, I might narrow down the options or suggest an order of activities to scaffold the session. Although most children are able to find a calm, nourishing niche, nothing works for everyone. Though it is rare, there is the occasional child who finds the traditional approach to be more grounding.
Why are there no practicing assignments?
Assigned practicing hands ownership directly to the teacher. The child practices because the teacher tells him to. The goal of Music House is to hand ownership to the student. Parents often tell me that they actually can’t get their child away from the piano – She wants to do it on her own! While there is no assigned practicing, I do offer puzzles, challenges and ideas to teach the family. It is the child’s choice whether or not to do this.
How can I tell what my child is learning?
Often the most obvious learning is not the most meaningful, and meaningful learning can be invisible. Einstein said it well: “Everything that can be counted doesn’t necessarily count; everything that counts cannot necessarily be counted.” Learning reveals itself over time. Meanwhile, since every child is a natural learner, you can trust that if he seems happily engaged, something of value is happening.
How do I know this approach is working for him?
He seems happy! He is enthusiastic about coming to a session, is happily engaged when he is here and does not want to leave when it is over! We learn music by doing music, so just by the fact that he wants to do music, something is going right. Parents have frequently told me that Music House is the high point of their child’s week or even of their life! Such observations seem sufficient to infer that it is “working.”
Is there something I can do at home to reinforce my child’s experience?
Absolutely! Show interest in hearing about what she is doing without intruding on her need to keep some of it to herself. Ask whether she has anything to teach the family this week or whether there are any challenges or musical puzzles to solve. More than anything, show support for her enthusiasm and way of approaching music.
How long do students typically stay in this program?
Welcome to a place where nothing is typical! Some students spend a year or so in this musical immersion and then, feeling that they are able to make an informed decision of which instrument to pursue, go off to study with a traditional teacher. Other students spend years continuing musical exploration in a sort of spiral, as they acquire skills and knowledge on a variety of instruments. Still others, who are studying an instrument with a traditional teacher, parallel that by coming to Music House, which serves as the mortar between the bricks, giving them a context for their instrument learning and developing their general musicianship. Some children have stayed at Music House for ten years: their entire childhood!
