I had just completed my first day of teaching in a new year at Shepherd Music School. It was a long day since I included some make-ups from the day before due to being sick. I shopped at the mall grocery store, where chicken is on special one day a week. Having put those in the car, I took a brief walk around the village of closed stores. Wow, it was great having the energy to do more than move from kitchen to couch to bed on repeat! Practice was far from my mind, or so I thought!
Unexpectedly, I ran into Dave and Buster’s, which is the new tenant in the old food court building. I’m always interested in investigating new businesses, no matter what they do. However, I will admit to especially liking those in which adults are encouraged to act like kids. I walked in, put $5 on a card, and had enough credits to casually play about 30 minutes worth of games. I even earned enough tickets to cash in for a ping-pong sized high-bounce ball.
There was a real mix of games, from those that were pure chance to ones where skill and experience are important. That’s especially important because just a little bit of an edge can mean scoring big versus earning just a couple of tickets. And that’s when it hit me. I was drawn almost exclusively to those games that required skill. After playing the basketball toss, Skee-Ball, and the piano game, I wanted to do it again and again. Yes, I wanted to practice, because practice makes better! Of course, getting really good at any of these games just unloads your wallet. At least you get to cash in your tickets for some merchandise that is almost exclusively branded with the Dave and Buster’s logo!
Practicing the piano follows the same logic. I want to practice my new repertoire to perform it to the best of my ability. Depending upon the difficulty, learning a new piece could take just a couple of hours in one sitting or dozens of hours over many days.
When I set minimum practice standards for my students, I think about what I go through now and then. I sometimes show students my books, filled with fingerings and practice markings. I don’t feel bad asking my youngest beginner to practice at least an hour a week, which could be just 20 minutes a day over three days. For an older beginner, I’ll ask that to be stepped up to 30 minutes a day. My best student, who is solidly intermediate, practices about 3 hours per week, typically 30 minutes per day over 6 days. It’s not a crazy or excessive amount, but it’s enough. Lessons are extremely productive: feedback is offered, practice solidifies the suggestions, and then we move on to new pieces fairly quickly.
Practice is where the real learning happens. Sure, I may be effective in giving guidance, suggestions, even a fingering that might work better. But it’s the student who determines what to do with all of that. I can’t take credit for what happens at home. I can just brag on my students who have done the work themselves, and be happy that I have had the chance to guide them along the way!
