Supporting Your Piano Pathway
Reflection by Andrew Eales
Piano teacher discussions can sometimes assume the appearance of a boxing match between, in the one corner, experienced stalwarts who stress the point that learning the piano should be a serious business, and in the other corner, teachers keen to emphasise inclusion, and the need for learning to be ‘fun’.
It is understandable that we neither want playing the piano to be cast as laborious, nor as lightweight. But can’t ‘fun’ be a serious business?
In her outstanding book The Power of Fun (2021), award-winning science journalist and author Catherine Price gives a lengthy but glorious exposition of what she calls ‘True Fun’, and to my mind she resolves the confusion. In this post, I am going to share and comment on a few highlights.
Redefining Fun…
We would probably all like to be more focused in our piano practice. Those of us who teach hope our students will become absorbed in their playing, too. So let’s begin with this quote:
“True fun is the feeling of being fully present and engaged, free from self-criticism and judgment.”
Evaluating progress and setting goals for improvement clearly matter, but should never turn to negative, personalised criticism of our selves. We all need to let go of mental tension and harsh judgments to relax into productive music making in which we are fully present and positively engaged.
“It is the thrill of losing ourselves in what we are doing and not caring about the outcome. It is laughter. It is playful rebellion. It is euphoric connection. It is the bliss that comes from letting go.”
Again, we rightly care deeply about the quality of our playing. But when practising, and in lessons, we could benefit from allowing greater scope for creative exploration: trial and (gasp!) error.
Lessons and practice should be among the highlights that we look forward to with excitement, not trepidation. Let’s embrace a lighter spirit, able to laugh when our musical experiments don’t lead to the results we imagined. Too often, our reluctance to let go holds us back from having True Fun.
“True fun is restorative. It increases resilience and empathy. It creates community. It reduces resentment. True fun does wonders for our emotional wellbeing by empowering us to connect with other people,”
Music is, among many things, the life-enhancing communication between souls. It is not a competitive or individuated grid of achievements to climb in isolation. If our music making isn’t leading to greater human connection with others, something must have gone quite seriously wrong.
“Far from being frivolous or selfish, the pursuit of fun will help us achieve all of (our) goals… indeed, fun can give us more energy with which to do so.”
There is no shortage of evidence to demonstrate that our learning is at its most natural, effective, and powerful when we are enjoying ourselves, entering into the ‘flow state’ of play. The best teachers are those who can transform fun into learning, and deliver learning with fun.
By way of contrast, learning that is predicated on stress-inducing targets and assessments is unlikely to have the same enduring and deep impact. Price reminds us of a basic truth:
“Our moments of True Fun are the moments we remember. They’re the experiences that make life worth living. The emotional power of the memories it creates is proof that True Fun isn’t frivolous; it’s profound.”
The pursuit of True Fun in piano education neither trivialises it, nor fuels any decline in standards. On the contrary, it supercharges lifelong engagement.
Nor is the potential for this empowered learning far from us:
“True fun is approachable and down-to-earth. It wants to be invited to hop off its pedestal and play with us in the dirt.”
For those committed to making piano playing and teaching a less stressful, less pretentious, and ultimately less selfish pursuit, this site includes several articles offering ideas and advice. Here’s a few, in case you missed them:
The Landscape of Play
In every moment of every piano lesson, we continually encounter forks in the path ahead. Where shall we go next?
Humility and Wonder in Play
Approaching our piano journey with a spirit of PLAY, a doorway opens to the greater respect for music that it undeniably deserves, and in doing so we can find greater contentment at the piano…
Putting the PLAY back into Playing the Piano
Are you bored by method-book teaching, disappointed by the exam system, and perplexed to find that piano isn’t proving more fulfilling? If so, then this radical new manifesto for piano education in the 21st Century is for you!
The Playful Piano Teacher
As teachers, “working in a playful, relaxed manner” not only creates the fruitful environment in which our pupils will succeed, but also the one in which our own careers, personal growth and lives can prosper.
Playing the Piano “For Fun”?
Playing “for fun” is a phrase with different connotations for different teachers. But given the pressure that families are under in today’s society, it’s hardly surprising that parents and adult learners often hope learning an instrument can be a contrast and antidote to other, more obviously stressful activities.
Rediscovering Fun…
Having contributed to piano forums for years, I have seen that teachers around the world share similar concerns. Neither the methodology of the past, nor the incessant target setting that plagues contemporary education, are proving sufficiently effective at nurturing the connected, creative, engaged musicians of today and tomorrow..
Perhaps the problem is not simply with what we are doing, but with the lack of fun we are bringing to it.
Reading Catherine Price’s The Power of Fun, it is hard not to conclude that if we want better outcomes and deeper engagement, we need to fundamentally change our mindset towards piano education. As she concludes,
“True Fun isn’t optional. It shouldn’t be an afterthought. It should be our guiding star.”
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