We Don't Work Music, We Play Music...

I heard someone say the other day: We don’t work music, we play music. And this is a really important approach for a few reasons but one in particular I'd like to share here. Often times when young students begin taking lessons one of the first questions I’ll ask is: what interests you in the violin, why would you like to take lessons? And I receive various responses, anything from “I like the sound” to “ I want to play (fill in the blank)”. This gives me an intuitive sense of their initial interest or impression, as well as additional insights to help me gauge their potential investment.

More often than not, we find ourselves burdened by preconceived expectations in various aspects of life, particularly when it comes to the journey of learning a new craft. This phenomenon is especially pronounced in the realm of music education, where the desire for immediate proficiency can overshadow the fundamental joys of the learning process. Many aspiring musicians enter their lessons with the hope that they will quickly achieve a level of skill that mirrors that of their instructors. However, when they realize that they are not playing at the same level as their teacher within the first few months, they often begin to feel disheartened, questioning their abilities and wondering if something must be wrong with their approach or talent. In my nearly two decades of experience teaching students from a myriad of backgrounds, cultures, learning styles, talents, and skill levels, I have come to recognize a common thread that weaves through the fabric of our expectations: we tend to impose significant pressure on ourselves regarding what we should achieve and where we should be positioned in our learning journey during those initial months. This pressure can manifest as anxiety or frustration, which can ultimately detract from the overall experience of learning to play an instrument. As a result, it becomes crucial to shift the focus from performance to enjoyment. One of the most important lessons I strive to impart to my young students is the concept of JOY. Music, at its core, is a beautiful gift that should be celebrated and cherished, rather than viewed as a competitive endeavor. While it is true that a certain level of commitment is necessary to make progress, I encourage both students and their parents to understand that it is perfectly normal for a young learner to not exhibit unwavering interest or discipline every single day, especially during those early stages of learning. The initial months can be a time of exploration, and it is vital to cultivate an environment where students feel free to discover their passion without the weight of high expectations. Rather than fixating on the notion of practicing diligently every day or achieving immediate results, I invite my students to immerse themselves in the sheer joy of playing music. This approach allows them to experience the thrill of creating sound, expressing emotions, and connecting with the music on a personal level. By fostering a sense of joy and curiosity, we lay the groundwork for a more fulfilling and sustainable relationship with music that can last a lifetime. Ultimately, it is this joy that will inspire them to practice, to improve, and to continue their musical journey with enthusiasm and love.

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