Recitals
Found in: Recitals & Events
Cheri S., Utah
My fall recital is quite informal, with fun games and activities to show visitors who don’t attend lessons (dads, grandparents, siblings) what we’re learning. In fact, next year I’ll probably label it a “Family Music Workshop” instead of a recital. Most people love the change and variety. But I heard this year (from two moms) that two dads “weren’t impressed.”
Personally, it had never occurred to me that recitals needed to impress people. My goal has always been to create a comfortable environment where students can have a positive experience sharing music with others.
My spring recital is coming up next month. For this, I’ve always done a more traditional recital format. But my goal remains the same. So I have two questions: 1) Would I be wise to add the goal of impressing people? 2) And, if so, how would I accomplish this when my most advanced students are starting Foundation 5? Also, of course, families of those advanced students aren’t going to hear many songs they aren’t already hearing at home.
(I know from prior teaching experience that what they’re playing after just 2 years of lessons *is* impressive. But apparently two dads aren’t seeing it.)
Laurie Richards, Nebraska
What it comes down to is expectations. These dads were expecting something, realistically or not, from the recital. Apparently the recital did not meet whatever that was. Also, “impressive” is such a subjective word.
It might help to start out with an introduction at the beginning of the recital – this may help any expectations to become aligned with reality and also give the audience an appreciation for what your goals are for the event.
Here are a few things you might consider:
- Summarize the Simply Music philosophy and how it works
- Definitely emphasize the overriding goal of music as a lifelong companion
- Make a general comparison between Simply Music and traditional lessons regarding how much your students have learned (“Typically a beginning student in traditional lessons might be playing this music after 3 years of lessons; these guys are playing it after 1 year – that’s pretty impressive”)
- Talk about why you encourage participation in the recital/event (your goals)
- Ask the audience to be generous in showing their appreciation for all that your students have accomplished
Tweak it to whatever is natural and true for you and your students. Receiving comments like those can feel hurtful, but it really comes down to educating people about the amazing things Simply Music students are doing.
Darla H., Kansas
I agree with Laurie, that the introduction to your recitals can help everyone get on board with you and your expectations. I hold two recitals a year, one at Christmas and one in the spring. In December, we call it a Christmas Sing-Along and all students play an accompaniment to a familiar Christmas song with the audience singing along. (They play a 2nd Christmas piece that is either another accomp, this time with an instrument playing melody; or a Christmas song I’ve taught them using playing-based strategies, or if they’re reading, a piece they’ve learned by reading.)
I always make a big deal about how amazing it is that these students are getting true accompaniment experience from as little as just a few months of lessons. I also point out what skills the ones who have been with me longer are developing so they can listen for the differences as we sing. I also explain to the audience that I don’t think of this as a performance, but rather a wonderful opportunity for students to play with a large group of people–which rarely happens to beginning players. So I thank them for helping us out and tell them that some students are going to make mistakes and that’s okay–it’s all a learning experience for us. The way I set it up allows my students to relax as well, and I’ve had many compliments from parents and grandparents at how relaxed and fun the atmosphere is.
In spring, we do a bit more formal recital, but at this one everyone plays 1 song from their playlist, and 1 song that they have composed. I again begin by telling everyone that I don’t want them to think of this as an intimidating performance, but rather an opportunity for sharing music with each other. I also talk about what a gift it is to have beginning students already creating their own music. And I ask everyone to be supportive of all their creative efforts because each one is sharing what came from inside themselves. I also invite students to play anything they want to then during our refreshment time afterwards. People are most impressed by students writing their own songs and by the fact that they can and want to play more afterwards.
I think that if you tell people what impresses you and you’re enthusiastic about it, most people will also be impressed.
April M.
I’m new to all of this, but I have pondered that at a recital you could have students playing arrangements and compositions so the music is more varied.
Claude D.
It is interesting how people can have a preconceived idea of what is a recital. Last year, I organized my recital in a residence for elderly, where my mom is living. It is a very very lovely and charming place to do this event. After, my first student (a 5 years old nice little girl) played Dreams come true, a lady said right out loud “What? It’s that short!!) I was disturbed by her comment but…for a second only. I knew she did not understand what learning music is.
We never know what people had as music performance/learning experience, so Cheri, do not worry about this daddy, he just didn’t understand the whole concept. Yes, explaining before the event helps, that’s for sure and it is important to do it, I agree. But, there will still be 10% of people who did not listen or did not catch what you were saying! (It’s a marketing principle: you may have the best advertising in the world, there will always have a 10% of your people that you won’t capture their attention.)
I think that if you are proud of your students that is what is important and those kind of “commentaries” will bother you..for a second only.