Pianodao’s weekly series of reflective blog posts
Written by ANDREW EALES
I have previously quoted Andor Földes’ eminently humane views about talented children (he himself achieved fame at a prodigiously young age) from his book Keys to the Keyboard (1950).
Here is another equally thought-provoking snippet from the same passage of the book, and for continuing reflection:
“I heartily agree with the words of the great Hungarian composer Zoltán Kodály, who, in an interview some years ago, stated bluntly that nothing a musical child produces before the age of eighteen really counts. What matters is a person’s work between the ages of eighteen and seventy-five.”
When children take up piano lessons, have we yet sufficiently understood that this is just the beginning of what will hopefully be a lifelong love of playing the piano, or do we take too short-term a view?
A Person’s Work…
Happily, in recent years we have increasingly seen today’s adults reevaluating the value of amateur music-making, playing for pleasure and personal enrichment, often purely in private, and sometimes sharing their joy of music with others.
And yet it remains fair to say that too many parents still seem to value piano lessons merely for their perceived short-term benefits, such as gaining access to elite opportunities or schools, collecting a set of certificates and UCAS points to impress, or simply as a form of private coaching to help their child “do better” than others.
Ask piano teachers what we perceive our highest goal to be, and many of us will affirm that we hope to foster a love of music that will last a lifetime. We understand that the education of young people is not an abstract means to a tangential end, but the foundation of a fulfilling life.
So how can we all better communicate these aims where they are ignored or misunderstood? And how can we combine our efforts to encourage young players more effectively?
A Fulfilling Future…
We can all encourage young people to cultivate their lifelong love of music through our actions, activities and attitudes.
Here are a few suggestions for teachers, parents, adult family and friends:
- Let’s demonstrate our own continuing love of music, talk about music we are currently enjoying, concerts we attend, and continue playing the piano ourselves.
- Consider a five-year outlook on each learner’s musical development. Communicate realistic and inspiring possibilities for their future at the piano.
- Avoid a task-oriented approach in which learners complete one activity, test or event after another.
- Celebrate musical learning and activities which are not finite in nature, but which unfold as a player continues their musical journey.
- Encourage wide listening, and talk about musical discoveries on a regular basis.
- Take an avid interest in a young person’s developing taste, tapping into their enthusiasm.
- At the same time, steer and expand their musical curiosity.
- Develop, maintain, and share an Active Repertoire. This provides an ongoing approach in which learning to play a piece of music is no longer approached as a finite, tick-box activity.
Teachers have a particular responsibility to ensure their students acquire a strong, connected foundation of lasting core skills that will empower their music-making throughout their future years.
Watching and helping young musicians flourish and explore a love of music that keeps growing is a wonderful privilege and joy.
Not only so, but their enthusiasm can rekindle our own, and spark fresh flames of musical discovery and enjoyment in our lives too!
