Parents: How to raise a creative genius

http://www.cnn.com/2010/HEALTH/10/22/motivation.kids/?hpt=Sbin

What motivates a passion for learning, and achievement? High achieving kids say that they have a natural drive to challenge themselves, but parents have also opened their world with opportunities to excel.

Parents should observe and cheer on their children, but should not be attached to outcomes, said said Robyn McKay, a psychologist and creativity researcher at Arizona State University. Some kids will rebel and drop an activity if they believe their parents have too many expectations about it.


See link above for more details.


Cheers,
David Story

Workshop Friday September 24th Long and McQuade Burlington

Five days to go to Friday morning’s workshop at Long and McQuade Burlington. I’m looking forward to sharing ideas with colleagues on helping our students achieve more satisfying results and exciting musical experiences, including 80 things a student should know before attempting grade 1 piano and improvisation in classical music.


Free: email Karen kthornton@long-mcquade.com


David Story

Student Interview Questions

When interviewing prospective students we owe to them and ourselves to assess our compatibility. The following was suggested to me.

1. If they are 8 years old and up, ask them to write on a piece of paper why they want music lessons, and what they hope to accomplish, while this is going on exchange pleasantries with the parent. Then interview the parent in light of what the student wrote.

2. If they are a transfer student listen to them play their favourite piece and then play a duet with them.

Cheers,

David

Selecting their next teacher

I can think of a few situations this may be necessary.


■They’re moving
■You’re moving
■You’ve taught them all you can
■It’s not a good fit
■They’re off to music school
■You are downsizing
■They want to learn something you don’t teach

Whatever the reason, the next teacher will assess their ability, progress, and potential and our teaching effectiveness. Possibly an embarrassing prospect. The next teacher will be impressed with our work if the student has learned the basics, has mastered the technique at their level, has learned how to practice and they still possess the joy to play that attracted them to music in the first place.

When I interview a prospective transfer student or I’m evaluating a student in a professional situation some of the things I’m looking for are:

■Enthusiastic attitude
■Good hands (technique)
■The student can clap accurately the rhythm in the music I give them (shows me they’ve worked on the basics)
■They are clear on their objectives (clarity of purpose)
■They can play a few favourite pieces (indicates their musical preferences)
■They have a few favourite pieces (an excellent indicator of enthusiasm)
■They listen to the music they want to study. (If they want to study classical music they enjoy actively listening to it. Ditto for jazz, pop, whatever.)

In the book “Practicing, A musician’s returned to music” by Glenn Kurtz, Kurtz muses with regret the technical deficiencies he brought to music school.

Wynton Marsalis in all his writings stresses the work ethic, a good heart, and mastering the basics. His books “To a young musician” and his latest, which I finished recently, “Moving to higher ground” harps constantly on these themes.

So, I suggest they interview teachers and select the one who stresses the basics, is student focused, and has a history of success in the area the student wants to work. Find a teacher who will stretch them, challenge them, and encourage them. Seek one who is creative, enthusiastic and knowledgeable.

Cheers
David Story