A BETTER WAY
COMMON TEACHING ERRORS
Teaching errors are tricks by teachers and published methods to make reading music notation or understanding music theory easier for beginners, with no basis for continuing study. One example is labeling the keys of the piano. Some electronic keyboards and even methods for beginners come with letters that you can put above the keys or paste on the keys. Sometimes parents tape names on the keys. However, at lessons it is very easy to teach students to name the white keys the right way by their position in the two and three black keys and to feel them by name under the fingers. Tactics like these to make teaching easier in the short-term, actually cause students to fail overall and create many bad habits in the long-term. It is important to prevent teaching errors because they are the primary reason students eventually lose interest and become discouraged due to lack of real musical knowledge.
THE ERROR OF MNEMONIC DEVICES
The most common error in teaching reading are the popular sayings for memorizing the lines and spaces of the staff such as the saying, "Every Good Boy Does Fine." This is a sad representation of music education since the staff is actually read alphabetically line to space, and should be taught alphabetically from the beginning. For example if you put a letter between the sayings, you will see the alphabetical order of the staff: E f G a B c D e F. Still. . . many teachers of private lessons, classroom music, band, orchestra, and choir give sayings to their students to name notes. Why? No one learns to read music by memorizing sayings. Be aware not to pass this trick down to your student. It is important to realize that these sayings for reading the staff were invented in America, and are only used in America. Nowhere else in the world is reading music taught this way.
THE ERROR OF REMINDERS IN THE MUSIC
Teachers often mark the music by writing reminders in the music such as note names and counting; or they circle and highlight certain notes or musical symbols to draw the student's attention to them. However, when students are asked what these marks mean, they will say, "I don't know." Worse yet, if they are actually looking at the reminders, the musical notation becomes invisible. In this case, what are the notes for? Many published methods have these reminders in the music. You should be concerned if your teacher or the method book writes reminders that duplicate the musical notation students are supposed to be reading. Also, other musical signs for expression and dynamics are incidental and should not be emphasized at the beginning stages of learning to read. These signs can be learned in an instant at any time, while reading notes is a long and complicated process.
THE ERROR OF NAMING HAND POSITIONS
Examining the first note to decide where to start is the first step to independent reading, However, to save time at the lesson, teachers will often help students place their hands on the keyboard or name a hand position, such as "C position and G position". In fact, most of the modern American piano methods "teach" using this short cut by naming positions for students in the music book. Students who use these methods will ask, "Where do I put my hands?" The outcome of naming positions is students read superficially by shapes and, as a result, become lost once they have to think out of position. Those who learn from these methods, usually suffer a transition period in which to relearn how to read.
THE ERROR OF FAMILIAR SONGS
A common tactic by teachers and parents to try to keep students interested in music is to give them melodies to play that are already familiar. However, familiar songs can create a barrier to learning because students are tempted to play them by ear and not by reading. Playing by ear is far easier than reading notes. If you are looking for recreation, familiar music is just fine. But using familiar songs for the purpose of teaching reading or learning more about music won't work. Actually, a sign that students have fallen behind their grade level of reading is the desire to play familiar songs. Students who are reading at grade level do not seek familiar songs to keep their interest. The solution to this dilemma is found in the conservatory program by giving students variations of familiar songs that still require them to carefully pay attention to notes and technique.
THE ERROR OF COUNTING ALOUD
When learning a new piece at the lesson, we have one chance to read it right. However, when it comes to rhythm, there are many frantic efforts made by teachers to correct rhythmic mistakes. The reason for this problem is that once a rhythmic mistake is made, it is locked into the student's finger memory and almost impossible to correct. Actually, reading rhythms it is quite easy to get right if the teacher guides the student's eyes slowly across the printed page to control exact notes and values. Then, playing along to help students gradually play faster to internalize the beat and develop the skills to smoothly. These two steps work all the time. Other efforts are not so successful include counting aloud as students play, having students count aloud as they play, writing counting in the music, moving to the beat with the body, clapping, tapping, or sing along.
THE ERROR OF HELP AT HOME
Teaching reading is a delicate balance that needs to be controlled at the lesson. Parents are not expected to help students learn their assignment. Sometimes students ask for help as a diversion when they don't really need it. If they really need help, they should wait until the next lesson and ask the teacher. Parents should not help with practice, but they should help with the written homework and go to "imahovland.com" for an explanation. As far as playing other things outside the curriculum, students are welcome to play whatever they want at home. Some students want to play more, and others don't. If they do play more, it should be music that is easy enough to sight read without help. The ability to sight read happens naturally as students progress to higher levels of learning, and their music from the lower grades starts to look easy.
THE ERROR OF LOOKING UP AND DOWN
The most tempting and frequent mistake made while playing is looking up and down at the keys. As students play, they must look up at the page and never back and forth from the page to the keys or memorize their music to make it easier to play. This is the single most harmful habit that prevents students from learning to read. Reading music is tactile, which means the player learns to recognize a note and simultaneously feels where to play it. Players who look up and down at the keys, or are dependent on memorizing their music, will never be fluent readers. Try it sometime. Read a book looking up and down on every word, and you will understand the disorientation and comprehension problems that students experience when they look up and down as they play!
At Hovland, we want to provide parents and students with an exact instruction that can guarantee the time and money for lessons is well spent. Please let me know if you have any questions or concerns about your student's progress or our process of instruction; I would love to address them.
As I have always said, the decision to make your home a musical one is entirely up the parents. My story goes back to my mom who made certain I stayed in piano lessons. I have two older sisters who took lessons before me, but my lessons were different. My sisters took lessons in our small town. When it was my turn to start, my mom decided to find a "better" teacher and we drove thirty miles to take lessons at a private high school. While I always wanted to quit lessons, they turned out to be the driving force for my entire life and I have the most gratitude for the piano teacher that I didn't like at all! I didn't like her because she challenged me more than any one else did and, as a result, I complained all the way to lessons and all the way home. Yet, the next week we got in the car and made the trip again and again. I learned from this experience that what I felt as a child had nothing to do with how I would feel as an adult. The ingratitude that I had as a child, turned into great gratitude to my mom and my teacher for their continued support. This gave me the courage to do the same for my family. I have three sons who studied violin. I tried to teach them piano but, as with most parents, this was a difficult relationship. I tried to find other teachers but, just as my mom before me, I was not satisfied. This was my first experience realizing first hand how difficult it was to find lessons that were meaningful and challenging as the lessons I had as a child, and the ones I gave as a teacher. I felt they were just a waste of valuable time. So, we chose violin which by its very nature is a more serious instrument. Of course, after the initial excitement of something new wore off, my children wanted to quit early too, but I knew better! My experience gave me the confidence to say, "Not until you are done with high school, then you can decide." By the way, this was not my husband's sentiment, he wanted to avoid the conflict and encouraged me to let them quit lessons. This was just impossible for me to do. As it turned out, my sons are the backbone of our music school. Now I have four grandchildren. The two oldest are in high school and in college. Of course not taking lessons was not an option for them either and, from this next generation, we have seen how music has affected our family the most. For example, every Christmas since they were little and sat on my lap, I would play the piano and the children would sing carols. I mean, a book of 20 carols in a row. We would sing and sing. Now that they can play fluently, they play the piano and I sing! We all cherish this family tradition and would certainly wish it for other families. My two youngest grandchildren are in Kindergarten and second grade. They have the advantage that none of us who came before had. We have videos on imahovland.com to practice along with at home. This has made a world of difference and the children are learning faster and better due to this help. The challenge of playing along with the videos makes the lessons with their teacher easier and more successful. My life-long work has been to give better quality lessons to everyone everywhere. To do more than I could on my own, I founded the music school to give more students the advantages we all had in learning music. You no longer have to search for a teacher hoping it will work out. Our curriculum is the best you can find. Our videos to help at home are unique and more than any other teacher can offer on their own. Our online lessons are better than any other. Our staff of teachers giving lessons in studio and online are wonderful. Many of our teachers are been with us 10 to 20 years. We are very proud of them and their contribution. Please keep this story in mind when things get difficult. Being musical is a long process that all envy and few regret. I assure you that your child's final attitude will be that of gratitude. Mary Hovland Founder of Hovland Conservatory of Music and author of The Conservatory Piano Course
Music is fun, no one has to try to make it fun. However parents and educators often do not consider how important music is as a life skill. The decision to study music is one of the most beneficial things you can do for yourself, your family, and community. No language, sport, or academic study can claim all the benefits of music. For music is a mental discipline which contributes to brain development, It is a physical training similar to that in sports, and, it is a means of enjoyment and expression that one can do all of their lives. It is a unique skill that gives even the youngest player a real sense of personal accomplishment and recognition from others. MUSIC IS FUN, BUT MUST BE THOUGHT OF AS AN EDUCATIONAL SUBJECT The lesson is actually a unique opportunity to challenge students to mentally think harder and physically play better. Students who resist this effort are resisting learning, not music. The fact is, as students get better and better, music is more and more fun, no one has to try to make it fun. But at the same time, to be more specific, there are five basic aspects that you should look for in music study. They are: • A greater ability to concentrate, which helps students in school and all that they do. • Reading musical notation, which trains the eyes to read note by note and to speed read in large groups of notes. • Technical skills in their fingers to train students at a level of proficiency that they could not get on their own. • Increasing music knowledge by learning traditional songs and pieces from the masters that have stood the test of time. And preparing special solos and duets to perform before others. • A practical knowledge of music theory to use for improvisation and personal expression. COMBATING THE NEGATIVE EFFECTS OF ELECTRONIC DEVICES And now, in recent years, another benefit has emerged; which is to develop finger strength and to improve posture, both of which have become weaker due to the frequent use of electronic devices. The cause of these weaknesses is due to the bending over to use devices, which promotes slouching; and the stroking movements to play them, which has weakened the manual dexterity of the fingers. Today, experts warn that 80 percent of children start school with poor coordination due to the frequent use of ipads and sedentary lifestyles. In addition to the physical effects of electronic devices, something more is of greater concern. The effects of technology have not helped children learn. Children sitting in front of screens for long periods of time are not developing concentration but rather are in a hypnotic state. Even educational apps don't help children think logically and to read better. Also, staring at a screen doesn't develop resilience. Yes, even when watching children's programs that talk about relationships, only real interactions with others help children learn to cope with challenges for themselves. How can parents help with their child's mental and physical development and learn a skill at the same time? Especially for young children, the benefits of a private lesson are more direct and profound than anything else they do. At the lesson students learn how to control their mind and muscles musically. At the lesson, children become little adults with their mind at work and their body in control for thirty minutes every week. What parent wouldn't want the value of this experience? PARENTS AND TEACHERS SHOULD MAKE MUSIC STUDY MANDATORY If your child wants to quit lessons, now is the time he or she needs your support. Parents should make private lessons a priority in their child's education because, in the end, everyone regrets quitting lessons. Honestly, if students complain about lessons, the real problem is not music, it is the disciplines of studying music that students resist and the reason so few ever grow up musically trained. To help parents have the courage to stick with lessons, let's review some things we know about music. Music is not an isolated experience, it is everywhere we go. We know that all children are drawn to music and love to sing. We know that most parents want their children to be musical. We know that everyone identifies with the music introduced to them as children all their lives. We know that music is the first subject that can be studied seriously as a child and the last thing forgotten in old age. We know that the study of music has been found by scientific studies to contribute to making children smarter. We know that the study of music enhances lives. For example, Albert Einstein studied violin and piano from the age of 5. This is what he had to say about the value of music in his life. "If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music. I get most joy in life out of music." This is an amazing statement in support of the importance of music study, regardless of what one grows up to be. Do you think he always felt this way? Absolutely not. Everyone who has studied music long enough for it to be useful, at one point or another complained about lessons and wanted to quit. How often do we hear, "I wish my mom would not have let me quit piano lessons. " On the other hand, we don't hear anyone say, "My biggest regret is that my mom let me quit soccer." This is not to say that soccer and other programs for children are not important. But in the scheme of things, sooner or later, everyone wishes they could read music and play a musical instrument. We know this, anyone who started and stayed in lessons has a final attitude of gratitude.
The study of piano and violin is an important part of a balanced education during the school years of K - 12. However, sooner or later, the decision to stick with lessons will inevitably come up as students work through the zigs and zags, and ups and downs of daily schedules and circumstances. If students want to quit lessons the reasons to stay are beyond their own understanding, but parents can understand the incredible benefits of piano lessons. The fact is, no one regrets becoming fluent in the very important and desirable subject of music, and it is up to parents to manage the music education of their children. By making the decision to start and stay in lessons, you can help your child or teen be a step ahead in school and on track to being musical all their lives. Let's look at some of the most common reasons students may want to quit: LOST INTEREST The most frequent reason parents give for quitting lessons is that their child has lost interest. Don't be fooled, losing interest is just a symptom of many other unrelated reasons that have nothing to do with liking music or lessons. One reason that young children resist coming to lessons is they are interrupted to leave home while they are doing other things. Also, lessons are private, so the anticipation may not be as appealing as that of going to be with friends at school or a game. But the most common reason students "lose interest" is resisting the one-on-one attention during the lesson to help them focus and concentrate. The level of focus that we achieve at lessons is new to most students and they may resist making the effort at first, but the help we give students at lessons in learning to concentrate is worth every cent of your tuition. If you stick with lessons the benefits of this experience cannot be overstated academically, musically, and in social maturity. Another aspect of lessons that students may resist is the repetitions needed to put what is being learned into their muscle memory; the same as it is in sports or dance. Since the piano is easy to "play on" without any training, some students don't understand that learning "how to play" is a skill. At home they usually play around a little then rest, play and rest, play and rest. At lessons students play with supervised repetitions, not stopping to rest until improvement is made. When repetitions are played not stopping and supervised by the teacher, the differences in students disappear and even the most resistant have a good lesson and play better. TOO BUSY School, homework, sports, or dance take a large chuck of your day; not so with lessons. We are not demanding of your time and provide all kinds of opportunities to schedule or reschedule lessons. Ironically, even though lessons demand the least amount of time, they are often the most likely to be dropped to save time. For example, in schools, music is the first subject cut due to managing the budget or to make time for other class options; and music is the first activity cut by parents for the same reasons. We cannot change the powerful educational system, but we can hope to help parents make the decision to stick with lessons. Music is a life changing. It is the first study suitable for young children and, if studied when young, the last thing forgetten in old age. Whereas, some of the classes in school are based on studies that will be forgotten or are not truly education at all; and in sports, not everyone is the star. At Hovland, something new is learned at every lesson and everyone is a good student. We can help you manage lessons. Lessons can be regularly scheduled in studio or online, or a combination of both. If you are absent, you can schedule a make up lesson in studio or online. For high school students we have a special message. Music is a vast subject. As was said by Beethoven at the end of his life's work, "I feel as though I am as yet at the beginning." In high school you are not done, but at the beginning of so much more to do. For example, you are ready to learn how to ad-lib chords and melody to improvise without reading notes. Improvising was a common skill among classic composers such as Beethoven. However, today it is a unique skill and few people who are musically trained know how to play this way. We will teach you to use improvising to play spontaneously and unrehearsed for fun, and for school, church, or other activities that need music. Part of your lesson can consists of music of your choice and we have some good choices too. Another side benefit for sticking with lessons through high school is to demonstrate consistency, which is impressive on a resume for college entrance or for a job. NOT PRACTICING Parents and teachers love it when students want to play at home, and students should be encouraged to play what they have learned at the lesson. However, by no means should a student's willingness to practice at home be used as a benchmark to indicate if they are interested or not in lessons. Resistance to practice is not new.One of the most famous pianists from the 20th century was Van Cliburn. He said, "I don't like to practice, never have." Everyone experiences this. Playing is fun; but practicing is a task that requires discipline to manage and, for this reason, Hovland will not give this responsibility to its beginning students. We practice with students at the lessons to develop their reading and technical skills and don't rely on what they do at home. In the beginning, just coming to lessons will help students make steady progress. We definitely want students to play at home and we provide videos at imahovland.com for help, but not every student is enthusiastic to play for themselves or for others. To encourage playing, keep the student's Music Book, Course Book or iPad/tablet on the piano or keyboard in plain sight so it is ready to use. DON'T WANT TO FORCE LESSONS First, lets establish that taking music lessons is a gift! It is a gift that is priceless because it is rare and few people have it; even after the first lesson, students usually know more than their parents. It is a gift that opens up a world of musical knowledge. It is a gift that increases confidence because students are recognized for something they can do well. It a gift that is scientifically proven to make them smarter. It is a gift that is enjoyed for a lifetime. The value of music is often not recognized during the time it is being given as a gift. If you want your children to grow up musical, they need your support, which sometimes requires you to insist that they keep lessons a priority. I know this first hand because I complained about going to lessons and wanted to quit, but my mom just listened without arguing. This silent response had a great impact on me and I remember it well. To keep peace don't try to explain and reason with your child, this usually makes matters worse. Be objective and say, "This is what our family does. When you are grown, you can decide for yourself." For your efforts, your child's final attitude will be gratitutde. CAN'T AFFORD LESSONS It may be true that lesson tuition is a sacrifice for some families but it should not be first expense to go. Every investment made for children has value, but if it is a matter of a financial choice between other activities and lessons, we believe lessons have consistently proven to be a better investment for the future. We hear all the time the regret of those who wish they had not quit piano lessons or who wish their parents could have afforded them. We don't hear this same regret for other things. Also, keep in mind that grandparents are often willing to help with the cost of lessons. WANTS TO CHOOSE WHAT TO PLAY Students should not expect to tell the teacher what to teach them at lessons; just as they would not tell their math teacher at school what to teach. However, some piano teachers think that teaching music of the student's choice will keep their interest in music. This is absolutely not true. If it works at all, it is only for a short time. Music is fun, we don't have to try to make it fun. For recreation, students can use the knowledge and skills that they have learned at lessons. This is the natural way that learning should work. It is a waste of valuable lesson-time to use it for recreation. A website from a local music school says what is a common misconception today, "We balance musicianship and fun by teaching you music fundamentals using songs you love!" This sounds good, but makes no sense educationally and it won't work! No teacher would say such things except for the purpose of marketing to parents. A good lesson is not possible if the teacher randomly chooses music by the student's interest. The teacher who adapts to individual students denies them what could be learned and inadvertently creates a ceiling for their potential. Who wants that? Looking into the future, we believe that the pendulum is swinging back to renew the prestige and professionalism of music study to its former self. Step one would be for teachers and educators to return to the importance of music as a subject with graded lesson plans. Step two would be to help parents understand its value so they can better help their children start and stay in lessons. JOINING BAND OR ORCHESTRA AT SCHOOL Joining band or orchestra at school is a wonderful musical and social experience that most of us participated in, but music at school should not conflict or take the place of piano lessons. Your music director at school would never recommend that you quit the piano! On the contrary, students with piano experience are a benefit to his or her group. However, you may be required to practice your school instrument a certain amount to earn a grade, and the expectation of practicing two instruments seems overwhelming. We want you to come to lessons if you practiced or not. Participation in band or orchestra at school is not a substitute for piano. Other instruments are limited to playing a single note, but the piano can play many notes at once. Other instruments play one part and together these parts complete a composition. The piano has the range of all instruments and can play all parts of the band or orchestra on its own. For this reason, few people continue with other instruments beyond school. The piano offers the greatest possibilities for independent performance and a life-time of pleasure. GOING SOMEWHERE ELSE We have several option for scheduling lessons. Lessons can be regularly scheduled in studio or online, or a combination of both. If you are absent, you can schedule a make up lesson in studio or online. Changing teachers and going somewhere else should not be an option, unless you are moving, and then, you can choose to continue from our online lessons. We are available online anytime and anywhere in the country or world. Online lessons with Hovland are probably a better choice and more consistent than starting over locally; and you will be able to continue towards graduation. Parents do not realize that not all lessons are alike. To explain this, here are some concerns some teachers over the years have had about the quality of lessons. Listen to this person from the past, taken from an Etude Magazine article written in 1898! "What can be done to get the insane notion that 'anybody can start a beginner in music', and that 'later on will be time enough to engage a first-class teacher?' I suppose this idea springs from the fact that anyone can teach children to say their ABC's and to do simple problems. Consequently we suppose that anyone can teach a beginner in music. This might be true if musical instruction consisted of simply teaching the names and values of the notes, rests, characters used in music, etc. However, the first teacher has something far more important and difficult to do; it is to lay the foundation of the formation of the hand, acquiring various touches, and instill a musical nature found by playing beautiful melodies. The statement that "anybody is good enough for a beginner" is simply idiotic. Many students get bad habits during the first lessons that are never eradicated. As a general thing, it will be found pretty hard to spoil a pupil who has been thoroughly grounded by a first-class teacher; on the other hand, it is often very difficult or impossible to correct the ruined technic of a pupil who has been started all wrong." - Robert D. Braine Listen to Mozart as a teacher, speaking of his student. "She is very smart and learns very easily, unfortunately, her left hand is completely ruined. . . For she has got into the habit of doing what she does, because no one has ever shown her any other way. I have told her mother, and I have told her too, that if I were her regular teacher, I would lock up all her music, cover the keys with a handkerchief and have her practice nothing but passages until each had should be thoroughly trained. I could then turn her into a first-rate clavierist ." Listen to this college educator, taken from a recent article, "A Modern Dilemma". "The state of music education in this country is in alarming condition. I hope you are disturbed about this fact; in fact, I hope it makes you mad. It is time to stop wringing our hands and talking to each other about the problems. We must take our case to the general public. It behooves every musician, from international performer to the hometown piano teacher, to take a good look at music education. . . and seek every occasion to speak publicly on the need for rigorous, engaging, and sequential music programs in schools." - Karen L. Wolff, former dean of Oberlin Conservatory Listen to this British teacher, taken from the article, "Piano the American Way Horrifies Teachers in Great Britain". "In America, no instruction method is recognized as superior to all others; and while eager to motivate students and encourage individual expression, many teachers teach whatever they and their students decide is best, saying, 'We give students complete flexibility;' and 'We don't want students to get frustrated and quit.' . . . In Britain, there is a standard curriculum. The British believe that without a solid classical education, there isn't much point. While the cream of the crop will rise anywhere, it's about what is best for the all children studying piano. They believe that in America, not only will children fail to play well, they also miss the side benefits of confidence-building and disciplines of study."