There are a lot of factors that influence instrument choice, but the first priority should be that the student is attracted to the sound of the instrument - after all, they will be playing it most days, and hopefully for a long time! Encourage students to listen to the recordings and watch the videos. You can also suggest they think beyond outdated gender-stereotypes or choosing the instruments that get the most media exposure. Choosing an instrument which is less common often opens up more opportunities!
Sometimes - but not always! If it's the instrument your child wants to play and it's in good repair, sure! If it's an instrument that has been discarded by an older relative, it may not be the best choice - often students prefer, or are more suited to, a different instrument to their older siblings. Perhaps hiring is a good way to start, and you can consider organising a trade-in later on.
A balanced ensemble includes the full range of instruments required to play standard band or orchestra music, AND there are appropriate numbers of each instrument type to work well together acoustically and create the best sound. It provides the best musical experience for both the players and the audience. Students playing an instrument which is over-represented in the ensemble may feel lost, unimportant, and unable to make a significant contribution, which is discouraging. Conversely, students playing an instrument which is under-represented in the mix often dislike struggling to be heard, or as the only player they may feel isolated, so we avoid letting that happen. And an ensemble with instruments missing is like a jigsaw puzzle with pieces missing - some of the beauty is lost. Click here to see examples of instrument numbers in a balanced band or orchestra.
There are several things that can help, depending on the individual:
help them to establish a regular practice routine that fits in with their homework and other activities, and suits the rest of the household
encourage them to practise in a space where they are free from distractions and where they don't feel too self-conscious about being overheard
show your interest - invite them to demonstrate something they have learned or show you how the instrument works.
students achieve more in their practice time if they can play with correct posture as taught, so it is a good idea to invest in a folding music stand for them to use. Many instruments can be played standing up, but if it is necessary to sit down it should be on a proper chair or bench seat, not a couch or bed (unless they sit on the very edge). Struggling to read music and play using an unnatural posture is likely to hinder their efforts to improve tone and technique.
The time commitment at this level is not great, though it does need to be regular. To progress at a good rate, practising at least 5 days per week is advisable, but to start with 10 minutes each session is plenty. By the end of the year, this may increase to 15-20 minutes (depending on the teacher's recommendation). The good news is, the cognitive benefits of spending that time playing an instrument has a positive impact on children's overall academic achievement. Click here to read about the research.
You can do this, but most families choose to hire an instrument from the school initially (this is much less expensive than hiring from a commercial company).
If you DO choose to buy an instrument, please bear in mind that buying the cheapest instrument is often not a recipe for success! Please check with the teacher for recommendations as to suitable brands and models.
ALDI instruments are NOT welcome! (they have good music stands, though).
While many ex-McKinnon music students have embraced careers as successful performers, there are far, far more who have gone on to study and work in many fields including medicine, information technology, commerce, emergency services, aviation, education, visual arts, etc. Yet they still retain active music-making as an important part of their lives, either as a paying hobby or as a creative outlet integral to their work-life balance. Like sport, playing music is good for your mental and physical health and provides many opportunities for positive social interactions, and remains achievable into old age. In the ABC TV program "Don't Stop the Music', Dr. Anita Collins shared extensive research which supports this.
‘Dr Collins said the prevailing belief was that learning an instrument was just a pastime, one students should be free to abandon once the practice stops being fun.
"We have this really narrow idea — and I mean the general public as well as the education fraternity — that you study music, or any art, in order to be a musician, or an actor, or to be a visual artist," she said.’
For many students, missing one class per week does not usually cause too many issues, providing they make a point of checking on any work they have missed and completing what is required straight away. Often catching up on a 45-minute class only takes about 20 minutes, and staff are generally very supportive in providing appropriate resources. The music lesson schedule rotates through different periods and/or days so the same class is not missed too often.
Many of the staff - including four of the Principal Class - either have children of their own who either have participated or are currently enrolled in the instrumental program. Some, indeed, came through the program themselves. This seems a good indicator of their ongoing support!
No, students are most welcome to join the Instrumental Program and participate in school ensembles while having lessons outside school. Lessons should be regular, and cover all aspects of learning including reading musical notation.
In most cases, it works best if the student learns either at school or outside, not both. Unless it is to focus specifically on two different aspects of playing, e.g. learning general skills from one teacher and improvisation, say, from the other, learning from two different teachers can confusion for the student.
Sometimes - it depends on the instrument. The instruments of the string family all come in different sizes to suit growing children. We have trombones and tubas designed for smaller students as well as standard models. Most students of secondary school age are big enough to manage their instruments, and quickly develop the necessary strength to handle them properly. Having bigger hands can definitely be an advantage for instruments like double bass, tenor saxophone or horn.
Most students can be successful with most instruments if they are determined enough and are prepared to spend enough time practising. That said, they will probably find it easier to produce a good sound on some instruments than others, and they are likely to be much happier and more motivated to play those - even if the instrument isn't what they (or you!) originally imagined.
There are a few instruments where physical characteristics will impede the learning for some students. For example, students with very small fingers may find it impossible to cover the holes of a clarinet; certain formations of the upper lip (e.g. the 'teardrop' lip) make it almost impossible to succeed with flute. The relevant specialist teachers are able to advise students where these situations apply.