"Practicing Piano is Fun" and "Practicing Piano is a Chore"

I provide piano lessons in Miyagi Prefecture based on the principles of Dalcroze Eurhythmics and Montessori education.

I love teaching piano.

Every day, I strive to provide lessons that encourage children to listen and open their hearts.

I look forward to working with you.

Something that inevitably comes with starting piano lessons

That is home practice.

If you have had your child learning piano for a long time, you may have worried more than once, "Is it okay to finish practice after just this much?"

In reality, it is quite difficult to sit with your child for their daily piano practice.

It is desirable to eventually interact in a way that allows them to become independent as they grow.

Today, for all the piano-playing children across Japan,

for true independence through music,

and so that the worries and burdens of the fathers and mothers who support them every day may be lightened even a little

With that wish in mind, I would like to delve a little deeper into what we value in our classroom.

If the heart of anyone who reads this
can relax and feel even a little bit easier, I would be happy.

What is the key to piano practice, for better or worse?

It isthe concept of children's "fun" and "motivation."

Fun and motivation

On days when I can feel these from my students, even I, as the observer, feel happy.

However,

when they are small,it is inherently quite inconsistentI feel that thinking of it this way is just the right balance.

No matter how excited they are at that moment, and no matter how high-quality the lessons they receive every day...

Because
people get used to everything, and
above all, they are living beings that grow.

Once they get used to it, the excitement decreases compared to before.
As they grow, things more important than piano might appear.

As a result, no matter how much you love the piano,
there are days when it manifests as the feeling of "Ugh, practicing is such a hassle."

Even just by sketching out a child's future in this rough way, we can see that motivation for piano practice is something that easily fluctuates, at least on a yearly basis.

And why bring up this obvious fact again?

Perhaps it is because I, as a parent myself, am the one most likely to forget it if I'm not careful.

When the moment comes,and you see your child stumbling or standing still, it becomes hard to feel that it is only a temporary state.

When children's motivation is on the decline (flying at a low altitude),

"You were working so hard before."
"If you're not going to practice, then quit."
We tend to inadvertently say things we wouldn't normally say lightly.

But this situation is
temporary and will not stay the same forever,
and it will rise again.

Just being aware of this premise makes it much easier for us as guardians to watch over them.



The "bottom" that comes at the beginning of the motivation graph.

At the end of this first decline,
I feel it is premature for those around them to fall into a mood of giving up or to dismiss it as "maybe they aren't cut out for it."

Looking back, I feel that I myself had various times like that when I was a student.


When I couldn't do something right away, I'm sure I had a grumpy face.
My mother probably pretended not to notice many things that she actually did notice.
However, just because I was grumpy didn't mean I didn't enjoy the piano, and just because there were days when practice didn't go well didn't mean I wanted to quit.

"You know, (my name), you teach piano, so you must have been basically serious when you were little and were able to work hard even when you didn't want to practice. That's right, piano teachers are all serious in a way. Maybe you don't really understand the feelings of a child who hates practicing, even if you think you do."
A long time ago, an old friend said that to me.


While I was able to accept that very much at the time,
I also found myself digging up one incident after another after I got home that proved otherwise.


It was true, as my friend said, that I loved playing and singing immensely, but ups and downs in motivation were a natural part of it, and there were days I wanted to take a break from practice.

Well, anyway,
I think it was a very good thing that I had those experiences and am now able to do this job.

Because I can put myself in the shoes of the students who come to lessons and their parents, and use my imagination.
Perhaps that is true for any job.

When children's motivation drops, what is happening?

1. Are they getting sick of it because "the piece I'm practicing now is difficult and I'm not good at it"?
Or
2. Do they hate the piano (learning it) itself?

These two things tend to get mixed up.

At such times, in the classroom, I try to put it into words and first convey the student's current situation.

When they can view their own situation objectively, it seems to help them organize their feelings, and I often see children who are able to face their practice with a refreshed expression the next day, or who come up with their own plans, like "in that case, I'll try doing this tomorrow."

Furthermore, as they grow, something like this might also happen.

As a result of worrying too much about not having progressed as much as usual due to various circumstances, they feel heavy-hearted about going to their lesson, thinking, "What should I tell my teacher?"
This is a secondary thought that comes from a reduction in practice time due to physical reasons.

Normally, this could be addressed through dialogue with the student, observation, and cooperation with each family, but sometimes it is overlooked, and the situation continues chronically while they are simply labeled as "someone who has come to hate practicing."


"This is different from coddling; it is a measure to help the child in front of me overcome this and move forward."

It is a situation I would like to think about while the troubles are still small.

Making the most of your piano studio

I have a student who loves lessons but struggled with practicing at home when she was younger.

Instead of trying to force results in a short span of time, I carefully supported her during lessons and persistently approached the skills and techniques she needed to develop.

As a result, as she grew, she gained more and more confidence through the piano and began to practice on her own initiative.

Now, she even says she cannot imagine her life without the piano.

In this way, even students whowere invited by their mothersto visit the studio when they were small can find a new phase in how they face the piano by enriching their inner selves through lessons.

While this is undoubtedly a fruit of her own efforts, it also shows thatthe surrounding environment becomes very important.

Even so, in a long history of piano study,

☆ Everyone has small walls to climb more or less, and there are times when they have to stop and pause

☆ Everyone shines brightly on stage every year, but there is a story of individual struggle behind that

Knowing full well that the mothers know this better than anyone else, I cannot help but repeat these two points every time we have a recital.

Shining a light on aspects that might otherwise be buried is what serves as a guidepost for students to continue challenging themselves without getting lost in the future.

If we can focus not only on the finish and beauty of the performance on the day, but also on the attitude, struggle, and message of the performer, I believe many children will learn what is important in life and be able to take on challenges again and again.

These are the students of this studio who have walked with music in this way.
They are not just good at piano; they have resilience and strength✨

That power is not temporary, and I am sure it will be utilized in all fields and situations even after they graduate from the piano studio.

If your child who is currently learning piano is hitting a small wall,

how about "watching over them with the mindset that 'there are sunny days and cloudy days,' and just letting the teacher know lightly about the situation"?
is that something you could try?

It is simple, but it is the first step to guide your child's heart in a good direction without panicking.

Piano is often a relatively long-term study, so it would be a problem if the fathers and mothers who support them get tired.

At the studio, even if I can imagine the amount of practice done that week, I sometimes cannot grasp the expressions or conditions during home practice. When you are troubled with home practice, letting me know the situation or changes, even lightly, is extremely helpful for the studio side.

Together
Together

I would be happy if I could support the independence of your child's practice and the creation of an environment where they can be positive.



I often tell my students this, but pleasemake full use of the studio✨

I also make it a point to consult with the mothers quickly when I am in trouble.

Then, what should the studio do?

So far, I have touched upon the relationship between home practice and the waves of children's motivation.

Even in the classroom, lessons are a process of trial and error every day.

I spend my days reminding myself that no matter how many years I have been teaching, I must never become complacent.


This year, too, a truly wide range of students, from kindergarteners to high schoolers, are coming to lessons.

What I value most in classroom lessons is not only teaching piano technique, but always simultaneously,
thinking about each individual student.What do they like?

What moves them?
What do they hold dear?
What are they struggling with?
If you truly want to support each student in drawing out their potential, that is where you must start.

When slightly older students get stuck on a difficult piece, I sometimes pose this question to them.

"This chair is for people who want to get better at the piano and people who want to make their lives more enjoyable through the piano.
So, if that is how you feel, you should come back for lessons. That is something you can choose, [Name]."

It is a message that can be taken as abstract, but
somehow or other,
it strangely seems to become a catalyst for students to think of pianoas something for themselves.

The sheet music in front of you is something you can take on and grasp through your own will
No matter what, you are the protagonist.
You have the power to choose.

...That is also a message from the classroom.

The power children have to learn on their own

As long as we adults do not try to force them into a narrow, predetermined frame, children will be able to walk firmly on their own two feet.

They will steadily grow closer to becoming people who can think and act for themselves.

The role of the classroom is not only to provide high-quality lesson content, but also to respect their choices, listen to their thoughts, and create an environment where they feel they can act independently.

Without this, it is in a sense difficult to have them truly love music from the heart.

Stepping in and giving them the answers instead is surprisingly easy and fast.


However,I want to believe and wait.

Practice is fun.
Practice is sometimes a chore.

They grow stronger while circling back and forth between these two conflicting feelings.
I want to cherish that growth, believe in them, and support them.

The lesson room today as well

⭐︎Those who love this place so much they can't stop chatting
⭐︎Those who are shy, but try their best to convey their happiness through their expressions and body language
⭐︎Those who cherish their lesson time and want to learn as much as they can
⭐︎Those who absolutely do not want to make any mistakes in their performance😆
⭐︎Those who, despite having no time due to cram school during exam season, still come to lessons every week with a smile while saying, "It's tough"
etc. …


They are a diverse group, but each one is able to express themselves properly.

There is effort.
There is choice.
There is desire.

Hoping that the children who visit here will look within themselves through music lessons, open their hearts, and continue to play the piano with joy 5 or 10 years from now

I hope to continue contributing with all my might.

〜To all the children learning piano and their families🕊️〜