Daily practice at any level should be enjoyable and rewarding in itself, but it should also foster sharing music confidently with others. Too often players of any age or level fall apart when trying to perform for someone else, even though they may have practice the piece for weeks. They lament having played it so much better before that moment of truth, but what many don’t understand is that the sterling performance they recall was the 15th try of the day; the many repetitions with mistakes are somehow forgotten. It is the quality, not quantity of practice that determines how well one performs.
Being able to notice improvement enhances motivation because a sense of accomplishment brings the personal satisfaction that inspires still higher achievement. This creates momentum for learning; the more a student learns and achieves, the stronger the urge for even higher levels of attainment and the accompanying rewards.
The best teachers help students learn to teach themselves, enabling them to progress beyond their mentors’ expertise and to continue learning for the rest of their lives. Through thoughtful practice students develop problem-solving skills that demonstrate both ingenuity and artistry in interpreting musical symbols to create more satisfying performances. With the resulting independence, regardless of how students use music in later life, they can keep learning on their own with increasing expectations and more rewarding accomplishments. (<< Back to Beginning)
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