Teaching students how to practice effectively is a cornerstone of music education. Haphazard teaching methods and expecting students to inherently know how to practice is ineffective. Well-organized practice leads to evident progress and increased self-motivation. This podcast will discuss strategies for teaching students to practice effectively and independently.
1. Fostering Independent Problem-Solving Skills
Allowing students to attempt resolving problems independently during lessons is essential. Observe weaknesses in their practice routine, then guide them to improve. Discuss the importance of repetition and correct repetitions for skill development. Practicing in lessons can be based on previous lesson practice notes. Review the effectiveness of practice plans and the student’s ability to follow directions, encouraging student responsibility for fixing problems. Incorporating independence into the weekly routine increases the likelihood of productive practice.
2. Notes, Goals, and Practice Plans
Students may not connect lesson activities with at-home practice. To bridge this gap, show them how to create a practice plan. Focus on goal-directed practice instead of time spent practicing. Use practice checklists and notebooks for specific directions and assignments, including repetition requirements, tempo variations, and exercises. Mature students can write their own practice notes.
End-of-lesson questions can reinforce understanding and focus for the week. Students should mention specific goals requiring attention. Encourage independence in mature students by guiding them to develop specific techniques on their own. Define a skill, establish a mastery standard, and suggest a practice process. Students can chart their own improvement and report progress each week. Effective practice skills are crucial for preparing students for their future in music.
3. Shifting the Focus to Developmental Priorities
To some students, getting to the end of a piece without stopping and “learning the next piece in the book” is the primary goal of lessons. In these cases, students (and sometimes their parents) need to hear that simply being able to get through a piece does not demonstrate real progress – this should be regarded as the very beginning stage of learning a piece of music. Clearly defined performance goals for each piece help keep the focus on the student’s developmental priorities and the needs of the music.
When a student is asked “What are you working on?” the name of a piece needn’t always be the default response. Keep the focus on their fundamental skills by encouraging them to answer more specifically, such as “Intonation!” or “Tone!”
Conclusion
Teaching students to practice effectively and independently is a vital aspect of music education. By fostering problem-solving skills, creating practice plans, and shifting the focus to developmental priorities, educators can empower their students to take control of their musical growth. By doing so, students will be better prepared for a future in music and develop a deeper understanding of their craft.