Fermata • The Pianodao Blog
Short Reflections by Andrew Eales
Whenever we teachers have the privilege of taking on a new beginner, we assume an important role in setting the course of their musical journey, especially in the case of children taking up the piano; we must endeavour to do so in a way that will enable them to stay on track.
This week’s Fermata post is especially for colleagues who want to reflect on this, although I hope others might find the topic of interest…
An interesting survey…
I recently read the published findings of an online teacher poll conducted by educator and blogger Nicola Cantan, who collated the results of questionnaires completely by 645 teachers from 14 countries, surveyed in early 2023. The teachers polled work predominantly with children (more than 90% of their students) and nearly half take on beginners aged four and under.
I’ve not personally met Cantan, but it’s clear from her website that she has considerable energy and enthusiasm for her work; it is no surprise that her summary focusses mainly on what she sees as the positive gains.
However, a couple of worrying trends emerge from a closer reading:
- 68% of the teachers who took part in her poll estimate their students do less than an hour of practice per week.
- Apparently just 44% of their students have been learning for two years or more.
While the first of these statistics suggests teachers might not be providing sufficient guidance and inspiration for their students to develop an effective routine that supports independent learning, the second must be considered more carefully.
Cantan links this second finding to the issue of ongoing student retention; most will understand that in established studios, new students can only take up vacancies that have been created by departing ones.
In my teaching over the last thirty years, I have fairly consistently observed a student turnover of around 20% each year. This suggests an average student continuation and retention of around five years, although in practice there is of course huge variance, some coming for a specific season, others learning with me for a decade or more.
Cantan’s findings suggest that among the teacher group she polled, student retention could be a problem. Even when we allow that some may have moved area or expanded their practice to take on more beginners, her figures signpost a significant turnover, with far too few students progressing beyond beginner level.
A continuing journey…
Where student commitment appears to be dwindling, the reflective teacher will inevitably ask themselves why. In doing so, it makes sense to consider teaching approach, musical content, studio policies, and not just the broader societal changes that equally impact all educators.
I am happy to report that among my students, I have neither seen a declining commitment to practice, nor any significant change in retention figures. And I would suggest three key elements that, in my experience, typically empower students to stay the course:
Firstly, beginners must be READY to learn. Children starting piano lessons too soon will often quit them too soon as well.
Secondly, students must be ENTHUSIASTIC to continue, inspired by positive teaching and brilliant music that nurtures a lifelong love of playing.
Thirdly, students must be ABLE to continue; we must ensure that nothing in our approach causes roadblocks to learning.
Perhaps it’s time to revisit these long established basics of good piano teaching, blending both well-proven and newer ideas in pedagogy with inspiring repertoire to maximise engagement and promote more enduring success.
Because when players of any age are ready to learn, enthusiastic to succeed, and able to do so unimpeded, nothing will stop them!
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