This manner will inspire children to try things that they are sure they cannot do.
Like the film, “The Horse Whisperer,” I believe I have found a way to gently nudge kids towards success at the piano by simply talking and communicating with them.
The central point of The Horse Whisperer was his use of the rope. “I don’t yank on the rope. I put the rope on the horse and then lay it on the ground so he knows that I’m not going to pick it up until he’s ready. Then I pick it up, but I don’t yank on it. I let the horse feel the slack in the rope and if he pulls away I just let the rope drop. The horse has control of the rope.”
The piano teacher’s manner is warm and comic, as if the last thing you really wanted to do is teach them a piano lesson.
You’re just some affable guy that happens to be there at 3:30 PM every Thursday.
First, go to the piano and play something funny, to break the ice and let them know that we are here to both learn and have fun today.
Look at the child’s face at the beginning of the lesson. Are they smiling? That child better be smiling when you’re done, or you’re fired.I sit on a chair next to them and always talk quietly while they play, praising every small victory, a fingering remembered, a note or three memorized. I offer them the option called BQWIP (Be Quiet While I Play) but we always both end up talking anyway.
They know that I speak the truth to them, either good or bad, and that both good and bad news are delivered to them with the gentlest of velvet comic touches.
If they make a mistake I smile and say, incredulously, like an English butler (or whatever character I am today) “Deeply sorry, sir, but that was completely wrong!”
Laugh. Laugh at mistakes, and the child’s fear is defused and they will want to try again. I’m serious about this. Laugh in a friendly, non-derisive way and they will listen to everything you have to say eagerly.
But this mock bad news must be accompanied by a genuine smile, and often an explanation that to make a mistake is not bad, but a good thing: mistakes tell you where you can make it better, usually easily. Say this again and again to them, like a mantra.
If they stumble, make it easier. If they still stumble, make it easier still.
No matter how inept they may seem at piano acrobatics, find something at which it is clear they are succeeding, and concentrate on that skill, clone it, add to it, embellish it, make a game of it.
Find a way to base your entire curriculum, for that child, on that one strength they actually have, and have exhibited to themselves.
With time, every damaged and reluctant, fearful “horse” will respond and first walk, then trot, then gallop, when they are confident and ready to go.
I know it works.
I’ve whispered to these “horses” and all they ask is patience and understanding.
Copyright © 2000 Walden Pond Press
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