Parents anxious to start reading
Found in: Playing-Based Methodology, Reading, Student Retention/Attrition
Sandy B, California
I’ve lost a few students recently (starting Level 3) because the parents are taking them to a traditional teacher to learn to read notes, even though the kids were doing well and I told them that we were moving toward note reading soon. They compared some other teens we know who are very talented and work hard and can play anything. I was so disappointed. A few of my remaining students want me to teach note reading now or go back to traditional. I’ve said all I think I can say. Is it too early to work on the next step?
Leeanne I., Australia
It sounds like they have lost the whole point of Simply Music. Are your students trying to blackmail you? Red flag! Have you taught them some of the more advanced arrangements of Dreams Come True or Night Storm? If not, I would start them on one of those to show they can play advanced music without having to read. You introduce reading when you are ready, not when they demand it.
Joy O., Alabama
I have so many thoughts on this!
- Number in playlist: You said your students compared some other teens who “can play anything”. How many pieces can your students play with no music in front of them? What about those other teens? Traditional learners may be able to play a few pieces well with music in front of them, but your students probably have much more breadth.
- Length of time in lessons: How long have these others been taking lessons, compared to your students? You might think about whether this is a conversation you need to have with the parents, the teens, or both. What are their goals for learning piano?
- Perceived difficulty of pieces: Teach arrangements and be sure to add in the variations. Fur Elise 2nd section with the variations is very sophisticated and has length, and it’s in Level 2.
- Desire to read notes: Maybe there is a specific piece of music they would like to learn. Have them find the music or a fake sheet for it and bring it in. You can help them work out a way to play it using playing-based strategies and chords.
Jacqui G., Canada
The notion that learning music involves learning notes is so pervasive in our society. In my former town I lost many students because of the note thing. It’s fine to say “when parents ask when will my child learn to read, tell them when we’re ready”. Obviously, Sandy’s and my students couldn’t wait that long! In my new community, starting over, I just lost the opportunity to teach SM through a very positive, flexible music studio. After what I though was a very positive interview, during which the owner expressed delight in the SM method, she emailed me that they decided to go with a more “versatile” instructor – presumably one who can teach notes. Their loss.
Joy O., Alabama
I don’t tell parents and students, “When we’re ready, we’ll learn to read music notes”. I tell them we’ll learn to read after we have a wide repertoire of 30, 40, or even 50 songs that we can play well and musically. I tell them that’s usually near the end of Foundation 3 or beginning of Foundation 4. I tell them it’s after about a year of lessons. I remind them that little children speak for years before they learn to read words, and so far it’s been effective in having them learn to read (said with a smile)!
I do give very specific landmarks that will be in place before starting the reading process. I also give this reminder often, when discussing the playlist: “We’re building up a repertoire of 30, 40, or even 50 songs, and we’ll use the repertoire to help us learn to read music”. This helps those parents who may be anxious about the process, because I help them understand that we aren’t putting off reading indefinitely. I’ve only been teaching a bit over a year, so perhaps some more experienced teachers could chime in on how they keep this conversation going with parents and students.
Laurie Richards, Nebraska
We really have to manage expectations from the get-go.