I think it’s safe to say that for many of us, we become music teachers because of the profound way that making music has shaped our own lives. We’ve experienced the wonder and magic that lifelong music making has to offer year after year - most likely from our childhood. Looking back to my childhood days, I had a lot of music lessons even though I have limited memories of what actually went on. What I do remember from my childhood and what I do carry forward to this very day mostly has to do with what I call “completeness”. How making music confirms who we are at our very core while expanding the borders of our lives without asking for permission or even expecting anything in return. That’s why it’s easy for me to admit that I keep going back for more music making. I mean - Why would anyone give that up?
What does this mean for my teaching? How does my teaching reflect the mystery and magic of making music? What about "completeness"? How can I be intentional about something so personal?
In My Studio - Recently, my student Reggie has been very curious about the chords in repertoire I’m playing when she arrives for her lesson. She’s a student who easily gets discouraged by reading in the bass clef and can lose motivation in the blink of an eye. At this week’s lesson, she shared with me a lovely one minute improvisation in the key of D major. It could have been titled “Meditation”. Reggie’s a great example of the various layers students bring to their lessons. Some layers are straightforward for me address. Other layers require open space for her participation. Still other layers are yet to come. I appreciate how I need to frequently remind myself that not everything is about making sure Reggie gets the next piece smoothly hands together.
Questions to Keep Me On Track - How much of what I do with my students actually stays with them? How will my students continue to make music when no one is asking them to? When my students become adults, will music making still be part of their lives? What can I do to influence my students as lifelong music makers? How can I make “completeness” something all my students take away from their music making experiences?
Questions like those above have been my companions for decades. They invite my reflection and curiosity. They serve as reminders that what I bring to every lesson, every student, every teaching moment is always about the mystery of making music. It's the gift that instills “completeness” while expanding the borders of our lives without asking for permission to do so or even expecting anything in return.
My responsibility is to be a conduit for the wonder and magic of making music. It's something I look forward to every day!
Reflective Questions -
How can you help students to experience music as something personally meaningful rather than simply something to complete or master?
If your students returned to music years from now, what experiences from their lessons would draw them back?
Are you interested in reflecting deeply on teaching and guiding students toward a lasting music making relationships?
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