Set them up for Success
*Give them some quiet space and the resources to achieve well – allow them to have a place where their music stand is already set up, where their books, and instrument are handy, the CD player is nearby and kid friendly.
There is nothing more annoying than having to go and find everything to make practising possible – make this part easy!
Praise them - “wow that sounds great – I can hear the improvement”
*Slot practises and lessons in as part of their homework or chores.
Agree on a timetable for homework, hobbies, computer time and chores so that the kids have their input and the decision of what to do when is theirs initially, and then they have to stick with it until the end of the term. Before and after school they check to see what they are supposed to be doing rather than being ‘told’.Being toldto practise can often put them in a negative mood to start with.
*Make sure they are fed and watered before they practise (or come to the lesson!) – think of it like a sports practise in that they need plenty of energy and concentration to do it well.
Praise them and slip in a little challenge – “hey that is sounding so much better. Can you play it up to speed with the CD/ can you play it with all the dynamics/can you try that again and do all the repeats….” Anything to get a little extra mileage out of the practice.
*Choose the child’s best time of the day to practise.
*Try to get them to have a quick run through on their instrument immediately on getting home from their lesson. This gives them the chance to play it on their instrument, in their practise space which will feel a bit different from at their lesson. They are then having a go at new material when it is still fresh under their fingers.
*Praise them and add a bit of fun …” how fast can you play that keeping the notes and timing all correct?”
*Does your child know what they need to practise? (its difficult if you weren’t at the lesson, but maybe you can ask the teacher for a practise plan or clear description of the tasks/pieces in the notebook)
Some children like a concise or detailed plan of what to do in their practise attached to the music stand that they can work through.
*Does your child want you to be listening to their practise, or is it something they want to do by themselves. Some children like the encouragement of a parent …. “that was great…can you play it again a bit slower/faster”while some want to sort it out by themselves.
*Praise them and if you are able to play an instrument “ hey, lets do that again, and I’ll play with you this time”
*Practise with someone else or with a CD.
This is easier in families with other musicians – my son loves it when I write or play tunes with him but he enjoys it even more when his friend comes over with his flute each week. While his friend’s sisters are having their harp lesson we decided the boys could do just ten minutes of playing together – of what ever they wanted, and then do a little performance for the mums before they went to play. Some days they are still playing after 20 minutes, some days they read a tune from a book, some days it’s a duet, some days they teach themselves something by ear. Its always fun and they did it under their own steam which is worth so much more than being directed by an adult.
*Everyone learns in different ways
It may be tiresome, but your child might need to play something through many, many times before they can perfect it. Please always be supportive of this as repetition is a positive technique is learning music, not a negative one.
Whether your child is primary a visual, aural or tactile learner, they will need to learn how to practise in a way that best suits them.
*Praise them and if you know you have a tired/sick/distracted child …. Give them a bit of a break ocassionally “you played that piece really well, how about playing it through once more that well, and I’ll let you off the other pieces today and you can start with the ones you missed out when you practise tomorrow”
*Incentives – don’t shy away from the opportunity for your child to perform at any events the teacher thinks are suitable. Working to a goal is a great way to bring a piece of music up to scratch, and if the idea of performing is not enough of an incentive (it is in my family of showponies) then other incentives may be useful at the completion of the performance also.
*Pick your battles
Is it more important that they do the dishes or their practise when they have to be in bed in twenty minutes and they have a music lesson tomorrow? I don’t imagine many children would complain if you said “I’ll do your dishes if you get a good practise done before bed”
There is nothing more annoying than having to go and find everything to make practising possible – make this part easy!
Praise them - “wow that sounds great – I can hear the improvement”
*Slot practises and lessons in as part of their homework or chores.
Agree on a timetable for homework, hobbies, computer time and chores so that the kids have their input and the decision of what to do when is theirs initially, and then they have to stick with it until the end of the term. Before and after school they check to see what they are supposed to be doing rather than being ‘told’.Being toldto practise can often put them in a negative mood to start with.
*Make sure they are fed and watered before they practise (or come to the lesson!) – think of it like a sports practise in that they need plenty of energy and concentration to do it well.
Praise them and slip in a little challenge – “hey that is sounding so much better. Can you play it up to speed with the CD/ can you play it with all the dynamics/can you try that again and do all the repeats….” Anything to get a little extra mileage out of the practice.
*Choose the child’s best time of the day to practise.
*Try to get them to have a quick run through on their instrument immediately on getting home from their lesson. This gives them the chance to play it on their instrument, in their practise space which will feel a bit different from at their lesson. They are then having a go at new material when it is still fresh under their fingers.
*Praise them and add a bit of fun …” how fast can you play that keeping the notes and timing all correct?”
*Does your child know what they need to practise? (its difficult if you weren’t at the lesson, but maybe you can ask the teacher for a practise plan or clear description of the tasks/pieces in the notebook)
Some children like a concise or detailed plan of what to do in their practise attached to the music stand that they can work through.
*Does your child want you to be listening to their practise, or is it something they want to do by themselves. Some children like the encouragement of a parent …. “that was great…can you play it again a bit slower/faster”while some want to sort it out by themselves.
*Praise them and if you are able to play an instrument “ hey, lets do that again, and I’ll play with you this time”
*Practise with someone else or with a CD.
This is easier in families with other musicians – my son loves it when I write or play tunes with him but he enjoys it even more when his friend comes over with his flute each week. While his friend’s sisters are having their harp lesson we decided the boys could do just ten minutes of playing together – of what ever they wanted, and then do a little performance for the mums before they went to play. Some days they are still playing after 20 minutes, some days they read a tune from a book, some days it’s a duet, some days they teach themselves something by ear. Its always fun and they did it under their own steam which is worth so much more than being directed by an adult.
*Everyone learns in different ways
It may be tiresome, but your child might need to play something through many, many times before they can perfect it. Please always be supportive of this as repetition is a positive technique is learning music, not a negative one.
Whether your child is primary a visual, aural or tactile learner, they will need to learn how to practise in a way that best suits them.
*Praise them and if you know you have a tired/sick/distracted child …. Give them a bit of a break ocassionally “you played that piece really well, how about playing it through once more that well, and I’ll let you off the other pieces today and you can start with the ones you missed out when you practise tomorrow”
*Incentives – don’t shy away from the opportunity for your child to perform at any events the teacher thinks are suitable. Working to a goal is a great way to bring a piece of music up to scratch, and if the idea of performing is not enough of an incentive (it is in my family of showponies) then other incentives may be useful at the completion of the performance also.
*Pick your battles
Is it more important that they do the dishes or their practise when they have to be in bed in twenty minutes and they have a music lesson tomorrow? I don’t imagine many children would complain if you said “I’ll do your dishes if you get a good practise done before bed”