When asked about their musical interests, many music students have no problem coming up with a whole list of pieces. But certain students, when teachers inquire about their musical preferences, have no idea how to respond. They shrug their shoulders, look away apologetically and say, “I don’t know”. What can we do? How can music teachers help students work through this situation?
What’s important for music teachers to recognize is how the words “I don’t know” may not be an indication of disinterest. Instead, these words may really mean “I’m not sure what’s out there” or “I don’t want to be wrong”. Some students may live in an environment where everyone around them — parents and teachers - only tell them what to do. No one ever asks them for their own thoughts - so now that they’re being asked about their musical wish list - they have no idea what to do.
Here are three strategies that may help out.
#1. Offer Structured Choices - Keep in mind that students may struggle to answer open-ended questions like “What would you like to learn?” Or “What’s your favourite piece right now?” These questions have simply too many options available for the student to narrow things down.
Instead, reframe your inquiry by offering structured choices: “Would you like something calm and pretty, or fast and fun?” Or “Would you like something from a movie or something pop from the radio?” By giving students the option of choosing from one area or another, whether it’s a favourite film or a game they play at home, music teachers can lower the pressure of making a big decision. The key is providing students with safe, structured choices and lots of opportunities for them to say “yes” without having to explain themselves.
#2. Back Up Plan - I like to make sure I’ve got a wide spectrum of options that I can share with students. Some of my go-to resources are - Disney themes (Frozen “Let it Go” and Moana “How Far I’ll Go”). Simple pop tunes like “Happy” by Pharrell and “Shake It Off” by Taylor Swift. Movie and TV themes include Harry Potter, Star Wars, and Super Mario Brothers. Japanese Anime themes have been favourites of my students in recent years “My Neighbour Totoro” and “Merry-Go-Round of Life”. And of course, I include songs from student’s everyday life like “Happy Birthday”, “Barney”, “Itsy Bitsy Spider”, and “Jingle Bells”. What else would you like to add to this list?
#3. Welcome Not Knowing as Part of Learning - Students don’t come with all their answers ready to go. They’re on a journey of discovery that takes shape over time not overnight. Part of our responsibilities as teachers is to broaden our students’ horizons and help them make deep connections with their own preferences. On occasion, we may need to support students with statements like - “Lots of students don’t know on the spot! My job is to help you explore the music you love. You’ve got me to help you out.”
The important thing to remember is that when students say “I don’t know”, they’ve not closed a door; they’ve put a pause on thinking. Our role is to help them transform their initial hesitation into safe exploration. In this way through small steps in the midst of exploring music, students build confidence not only in their musical choices, but in themselves as well. They become more of who they are.
Every “I don’t know” is an opportunity for teachers and students to listen, to offer, and discover together. The more we embrace this process, the more our students learn how to shape their own musical journeys.
How do you respond to “I don’t know” answers?