Tip #10

In the past weeks, we shared tips on setting the right expectations (TIP#1), asking the right questions (TIP#2), how to be involved in the first practice (TIP #3), avoiding the words ‘hard and easy’ (TIP#4), accepting negative feelings as part of your musical growth (TIP#5), rethinking the meaning of ‘talent’ (TIP#6), considering practice a skill (TIP #7), recognizing the effects of our expectations on our children (TIP #8) and creating a goal to have a practice routine (TIP# 9)

Determining your and your children’s current and long term expectations from music education (TIP #8) will allow you to work on creating a productive practice structure and length (we will dive into determining the length of practice next week).

Here is a suggested simple practice structure:

Warm up

It is important to get our fingers/voice ready before we proceed with the rest of the practice. Ex. five finger exercises (beginner students), technique books, scales/arpeggios (intermediate and advanced) etc. Sight-reading can also be a part of warm-up.

Playing previous pieces

Most of the time, children are instructed to focus only on the newest assignments by parents as moving ahead in the books seems to be the priority. However, playing previously finished pieces is the most crucial part of the practice. It allows children to be in a state called ‘flow’ where they focus effortlessly, feel more connected to what they do and everything happens more naturally (you can find more information on ‘flow’ in the link below). This process is also a great way of developing finger dexterity as they are able to go beyond note-reading. Another benefit is that their minds start building skills to memorize.

Find out more about FLOW

Practice new assignments

As this is the part they are challenged the most, it is important to have productive conversations about this process (TIP #4 and TIP #5). In the upcoming weeks, we are also going to talk about how to approach learning new pieces.

‘Me’ time

Let your children improvise (playing the piano and singing)! Children are innocently self-centric and spontaneous. Music practice is a great time for them to experience these traits fully without having to compromise for others.

Additional tip: Give them subjects to improvise on such as rain, snow, bears etc or different concepts for older students.

A couple of notes to remember:

• Although it is important to keep the ‘warmup section’ first, these parts can be mixed and doubled within a practice.
• Our students find it helpful to write these parts on a piece of paper and stick it on the piano as a reminder.
• There is no harm of skipping one or more parts of the practice structure as long as we are mindful about getting back to it the next day.
• Any away-from-the-piano activities/assignments (theory, ear-training etc) should take place at a separate time.
• Discuss with your teachers about their practice structure suggestions.

May you know you are making a difference, even if your child never tells you themselves.

We would be more than happy to answer any questions and provide more specific consultancy if needed.

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