music as a lifelong companion

I want to share something I’ve been reflecting on as a teacher — not as a criticism of traditional classical training, but as an explanation of why I choose to teach the way I do. Traditional classical music education has given the world incredible discipline,…

• Last updated 3 months ago
• active listening, asking why, benefits, casual performance, classical, classically trained, cognitive understanding, communicating benefits, comparing traditional to Simply Music, competing methods, confidence as a student, creativity, developing creativity, different facets of musicianship, engage, enjoying the process, informal performance, keeping children engaged, keeping students engaged, listen, listening, method, method comparisons, methodology, methods, music as a lifelong companion, musicianship, natural musicianship, other methods, performance, performing, performing in front of others, playing-based, public performances, reading-based, SM vs traditional, tradition lessons, traditional, traditional background, traditional experience, traditional lessons, traditional studio, traditionally trained, training, training students, trust the method, trust the process, trusting the method, trusting the process, trusting the program, well rounded musician

A LOT has been said about this topic both in the SM teacher body and the greater global teacher community. I’d be interested in a more pointed discussion about possible alternatives to how teachers current converse about practice expectations. While Simply Music has gone to…

• Last updated 5 years ago
• at home practice, confidence as a student, discipline, encouraging practice, expectation, expectations, improving retention, lack of practice, lesson requirements, Long Term Relationship, long term relationships, long-term, long-term relationship conversation, LTR, managing practice, managing practice time, motivating teens, motivation, Music and the Art of Long-term Relationships, music as a lifelong companion, not practicing, play vs practice, play vs work, playing, positive feedback, practice, practice guidelines, practice habits, practice routine, practice time, practice vs play, practicing, practicing guidelines, request vs requirement, requirement, requirement based studio, requirement versus request, requirement-based, requirements, requirements in lessons, retention, sticking with piano long term, student not practicing, student retention, student success, success, talking about expectations, unmotivated, unmotivated students, work vs play

No matter how consistently we have the long-term relationship conversation, in my experience there are some students who really never like piano. They fight their moms start to finish, and their moms do very well to hang on for a few years. With diligent efforts,…

• Last updated 8 years ago
• Laurie Richards, Long Term Relationship, music as a lifelong companion, resistant students, students who don't care, unmotivated students

I’m a new teacher here and I’ve already started one class of young kids who are excited to learn, and I’m excited to teach them. This is great, I’m having fun and feel totally good about this for them. However, I’m having an issue with…

• Last updated 11 years ago
• accompaniment, music as a lifelong companion, musicality, traditional to Simply Music

I’d like to get some feedback regarding when students might be in a “valley” or even worse when they are on the verge of quitting. I lost another student today, sadly. His mom said he lost interest and didn’t want to play anymore. He had…

• Last updated 12 years ago
• free introductory session, Long Term Relationship, music as a lifelong companion, quitting lessons, relationship conversation, Robin Keehn, something is wrong, value