One of the things I most like about teaching electric bass is that very few kids are ever told by their parents to play it. ‘You need to learn piano/violin/clarinet because I never had the chance’ is the bane of so many teacher’s lives and one of the main driving forces behind kids giving up playing an instrument as soon as they are afford a degree of self determination by their parents.
In all my time teaching bass (15 years) I think I’ve had 3 students ask to do graded exams. In the same time over half the parents that have brought their kids to me have asked whether or not it would be a good idea. There’s an assumption in education these days that people a) need some kind of external certificated validation in order to measure where they are up to and b) that without that, students will lack motivation and will just slack off because no-one’s telling them what to do.
For me as a teacher it’s imperative to get across to my students – especially the younger ones – that them not practicing has no impact on me whatsoever. I can just pick up where we left off in the last lesson as though the time were continuous. The point of practice is never to placate me. Practice serves two purposes – it’s enjoyable (if done right) and you get better – the two are clearly deeply linked. The idea that practice has to be torturous is another crap hang-over from the music education of the early 20th century, where suffering was a signal of how serious you were about what you’re doing. That’s clearly bollocks, especially for people with families, friends, jobs, school work and other interests. Practice time should be valued time in and of itself not just for the pay-off. The pay-off makes it even better, but playing an instrument should be fun!
That doesn’t mean that it doesn’t require a large degree of self-discipline, commitment and focus, it’s just that we’re selling kids short by telling them that those things can’t be enjoyable!
These are all elements in my reasoning for not following a syllabus. If a students comes into a lesson, tells me about a gig they just went to, and I then teach them something the band they’ve just seen – whether it be an actual song by them, or something that can be drawn from that music – they can pulled a little closer to the magic at the heart of music. The gap between them and the music they love is lessened and the feeling that the magic is in their reach is heightened.
At the heart of what I teach is a desire to help the student write and play music that can change the world. It might not, but the desire to play the songs that have soundtracked their life – whether that’s Mozart or Metallica, Stockhausen or Stock, Aitken And Waterman – and to then create their own music is what drives individuals to learn an instrument, and pandering to the wishes of pushy parents who want lil’ Tommy to get certificates so they can brag to the other mums and dads about the distinction he scored in his grade 3 exam is the death-knell of lil’ Tommy’s musical aspiration.
Parental encouragement is often an utterly vital and energising force in the music-life of a student. I still take inspiration from my mum’s on going encouragement of what I do, and am thankfully big enough to ignore the distain with which my dad views my musical endeavours. Channeled in the right way, parents can be integral to the musical growth of a student. But if pushy parents are allowed to ride roughshod over what Tommy actually wants to do with music, he’ll end up as one of the 95% who give up before they are 18, and may resent it for decades to come.
We’re your parents an encouragement or a hindrance to your creative path? Comments pleeeeezeby