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[HANASHIR:13530] Re: Learning Instruments

But, how likely would it have been for her to ask for piano lessons if there 
had been no keyboard in the household?

Michael

-------- REPLY, Original message follows --------

> Date: Monday, 10-Feb-03 05:09 PM
> 
> From: Barton1320 (at) aol(dot)com       \ America Online: (BARTON1320)
> To:   Hanashir Mail Server     \ Internet:    (hanashir (at) shamash(dot)org)
> 
> Subject:  [HANASHIR:13507] Re: Learning Instruments
> 
> Sender: owner-hanashir (at) shamash(dot)org
> Reply-to:       hanashir (at) shamash(dot)org
> To:     hanashir (at) shamash(dot)org
> I think the answer is somewhere in between many of the replies posted here. 
 
> My daughter, now 6, came to me and asked to take piano when she was 4.  No 
> prompting, no urging.  Strictly on her own.  I searched around and finally 
> located a teacher that first would teach a 4 year old and second had the 
> temperament I felt conducive to teaching this age.  Katie had a ball.  I 
> didn't force her to practice.  We would play occasionally each week and she 
> retained her lessons from week to week.  She took lessons for about a year 
> and thoroughly enjoyed it.  The key, though, was her teacher.  A patient, 
> happy, and dedicated individual.  She had taught piano to young children 
for 
> years and led the children's choir in her church.  She knew just how much 
> latitude to give Katie during lessons before redirecting her attention back 
> to the keyboard.  She knew when to stop playing music on the piano and 
color 
> the the piano in the music book.  She even took the time to learn about 
> Chanukah and pick out some simple music for Katie to learn.  She was 
> incredible.  We stopped the lessons after almost a year for personal 
reasons. 
>  Just recently, Katie asked to start lessons again and we are once again in 
a 
> position to do so, and I will take her back to the same teacher.  What I'm 
> trying to say, I guess, is that parents should have a clear understanding 
of 
> what they expect a young child to achieve.  For me, the expectation was the 
> same as her gymnastics class or her ballet class.  That she listens, tries 
> her best, but most of all enjoys her learning.  And the key to enjoyment, 
for 
> us, was finding the right teacher.
> 
> Linda Barton
> 
> 
> 
> <HTML><FONT FACE=arial,helvetica><FONT  SIZE=2>I think the answer is 
somewhere
> in between many of the replies posted here.  My daughter, now 6, came to
> me and asked to take piano when she was 4.  No prompting, no urging.
>  Strictly on her own.  I searched around and finally located a
> teacher that first would teach a 4 year old and second had the temperament I
> felt conducive to teaching this age.  Katie had a ball.  I didn't
> force her to practice.  We would play occasionally each week and she
> retained her lessons from week to week.  She took lessons for about a year
> and thoroughly enjoyed it.  The key, though, was her teacher.  A
> patient, happy, and dedicated individual.  She had taught piano to young
> children for years and led the children's choir in her church.  She knew
> just how much latitude to give Katie during lessons before redirecting her
> attention back to the keyboard.  She knew when to stop playing music on
> the piano and color the the piano in the music book.  She even took the
> time to learn about Chanukah and pick out some simple music for Katie to 
learn.
>  She was incredible.  We stopped the lessons after almost a year for
> personal reasons.  Just recently, Katie asked to start lessons again and
> we are once again in a position to do so, and I will take her back to the 
same
> teacher.  What I'm trying to say, I guess, is that parents should have a
> clear understanding of what they expect a young child to achieve.  For me,
> the expectation was the same as her gymnastics class or her ballet class.
>  That she listens, tries her best, but most of all enjoys her learning.
>  And the key to enjoyment, for us, was finding the right teacher.
> <BR>
> <BR>Linda Barton
> <BR></FONT></HTML>
> 
> 

-------- REPLY, End of original message --------

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