by TPSMTS Team

When should my child start piano lessons?

Five ways to determine if your child is ready

Written by Gabriella Serruya

 

A question we get asked often from prospective families is how old a child should be to start piano lessons. There are different schools of thought on the right age to start piano lessons. Some methods start with children at quite a young age (3), while others think that waiting until a child is 10+ years old to start with formal lessons.

 

I think that somewhere in the middle is the right time (around 4-8 years of age), but this will all depend on the individual child.

 

Here are 5 ways to help determine readiness for piano lessons:

  1. A child should be able to sit during their lesson for 30 minutes (at least) in duration. The lesson is usually broken down into small segments with frequent movement breaks and other “off the bench” musical activities for younger students, but being able to concentrate for 5-10 minutes at a time is important.


  2. Being able to read is helpful. It’s not a deal breaker, but it makes learning this new language called music easier since English and music share an alphabet. It also makes things easier for independent practicing. They can read the practice notes their teacher gives them and know which songs to practice and how to practice them. Parents are always welcome to help out with practicing but it can make things easier if the child can do it on their own, especially if they are older.


  3. Children need to be able to practice at home at least 4-5 days per week (which can be a challenge!). This takes a lot of work on both the child’s and the parent’s part. How does your child do with homework completion? If it’s a struggle, then it might not be the right time to add something else to their schedule that is similar to homework. If the child has a love of music or has expressed interest in playing the piano, practicing will likely be easier to accomplish.


  4. Being able to differentiate between the left hand and right hand is very helpful! However, even under pressure even adults make mistakes on which hand is which! We do a lot of work one hand at a time at the beginning to make things easier.


  5. Having a piano or electronic keyboard at home is extremely important when you start lessons. If you have one at home and your child is playing it without prompting, they may be ready for lessons. Trying to pick out a song by ear is a good sign, but even singing a song and playing random notes is good. This shows their interest and possible readiness to start lessons.

 

Although 4-8 years old might be the “right” time to start piano lessons, it’s definitely not a hard and fast rule. I’ve had students start as early as 3 and as late as 78, so it’s never too late! Just remember that while they are getting all the benefits of a music education, the goal at all times should be fun and enjoyment.
 

Resources:

What Is the Best Age to Begin Piano Lessons? (by the Hoffman Academy)

Should Adults (and Teens) Take Music Lessons? (from the TPSMTS blog)

 

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 by TPSMTS Team

ABA Interventions Within Music Therapy and Adapted Music Lessons

How Applied Behaviour Analysis and Music Therapy/Lessons can work together

Written by Yu Kwei Chan

 

Students/clients often come to us with an Applied Behaviour Analysis (ABA) learning background, whether this be in a clinic or home setting, for respite, or within the school system. Though often associated with the learning for those with ASD (Autism Spectrum Disorder), the interventions within this approach can be adapted for students/clients of all ages and abilities, and can help achieve therapeutic and educational goals within music therapy sessions and adapted music lessons.

 

In adapting these familiar interventions, we strive to create an environment that mimics learning in different environments and provides a routine familiarity in a new setting.

Below are some ways in which ABA interventions can be incorporated into music therapy sessions and adapted music lessons:

 

STRUCTURE:

Similar to ABA therapy, having a routine sequence of events, along with the use of visual supports and choices, allow our students/clients to know what to expect in their lessons/sessions. By having a clear beginning, middle and end by using “Hello” and “Goodbye” songs, students/clients will understand when their lesson/session time has started and ended.

 

A visual (picture or written) schedule to determine what will be accomplished within a lesson/session allows our teachers/therapists and students/clients to have a frame of reference, and allows choices within interventions by the student/client to facilitate autonomy within lessons/sessions.

 

POSITIVE REINFORCEMENT AND TOKEN ECONOMY:

As with all learning, the use of positive reinforcement can encourage and promote the learning of new and mastered skills. Within music therapy sessions and adapted music lessons, music itself can often be used as the reward of a desired behaviour.

 

By “pairing target verbal behaviour” [e.g., mand or tact for a song or instrument] with musical experiences establishes effective automatic reinforcement, it can increase the frequency of communicative behaviours and social interactions” (Lim, 2010).

 

A token economy can also be implemented in lessons/sessions so that the student/client is motivated to work for the reward that follows “x” amount of targeted behaviours (e.g., following directions, playing through a song without stopping etc.). The reward for the token economy can be either musical and non-musical, but will motivate the student/client to achieve their desired reward.

 

VOCABULARY:

Having clear and concise wording is very effective in a student/client’s learning.

 

When considering word choices to ask a student/client to demonstrate a desired skill, phrases such as: “first ______, then ______”,” “show me ______,” or “copy me” work well. These short phrases allow for quick understanding of what the teacher/therapist expects from the student/client, and is familiar wording for a student/client with ABA experience.

 

DATA COLLECTION:

To determine that a student/client has mastered a skill or therapeutic goal (e.g., knowledge of notes, following directions, etc.) data is collected.

 

For example, probe data (tracking succession on first attempts) is often used across multiple sessions. Teaching would still occur after data collection, especially if there are any adjustments that need to be made.

 

By making clear criteria in which a student/client must be able to demonstrate a particular skill on a first attempt multiple times, we can track the data to ensure that the student/client is developing and acquiring the skills learned within music therapy sessions and adapted music lessons. These mastered skills, as with ABA, would be revisited to ensure skill acquisition in this setting. Within all lessons/sessions, continual goals are set; at all times, progress notes are used to document and track the progress of our students/clients.

 

The above interventions within music therapy sessions and adapted music lessons are used in hopes to recreate structure and familiarity across multiple settings. It allows the demonstration of skill and supports understanding of what skills need to be worked on and what has already been learned.

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 by TPSMTS Team

Back to Basics

Written by Tamara Leszner-Rovet

Ten self care questions to ask yourself

I’m not going to lie – these past few months have been tough. Some days have been really, really challenging.

I am beyond grateful that music therapists in Ontario have been deemed as essential healthcare workers by both our regulating college and the provincial government, which means that all lessons/sessions were able to continue throughout this school year as regularly scheduled. It really helped that I was able to see the majority of my students/clients in-person, which provided a sense of routine and normalcy in all our lives.

 

As restrictions begin to ease again, vaccinations are being rolled out at record speed, and case counts continue to drop rapidly, we are now starting to (finally!) see and feel a sense of normalcy.

 

If there is anything this pandemic has taught me, it is to not take our health for granted, and to really slow down and essentially get “back to basics” in all aspects of our lives.

 

Self-care has definitely been one aspect of my life that has fallen by the wayside in recent months, especially with feeling like we have been in “survival mode” since last March!

 

In order to practice what I preach and to hold myself accountable, I am sharing my daily “back to basics” self-care list. Hopefully this can be a good reference for you as well to use and adapt if necessary – there are many similar lists available if you do a quick Google search.

I find that referencing this list daily helps immensely with keeping myself in check and really being able to tune in (no pun intended!) to what I may need in a particular moment:

  1. Have I taken a shower?
  2. Have I kept myself hydrated?
  3. Have I eaten regular meals and snacks?
  4. Have I gotten adequate sleep/rest?
  5. Have I moved my body?
  6. Have I taken my necessary medication and supplements, kept up with my routine blood tests, and/or checked in with my specialists if needed? As I have an autoimmune condition, this is extremely important.
  7. Have I done something kind for myself? For me, this continues to be a work in progress.
  8. Have I done something kind for someone else?
  9. Have I connected or checked in with my “people?” For me, this is my immediate family, extended family, colleagues, friends, and therapist. It is so nice that we can now begin to see people in-person rather than through a screen!
  10. Have I made time for play or fun? For me, this continues to be a work in progress.

 

Of course, it’s not always possible to get through the entire list in one day. It is important to remember that there is no need to be perfect, and that some days will be better than others. Some days, just being able to put one foot in front of the other is an accomplishment in itself!

 

What is most important is that every day, we all strive to do our best with the resources we have, and are mindful of when we may need to “fill our tanks.”

 

I wish everyone a restful, healthy, and safe summer!

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 by TPSMTS Team

Should Adults Take Music Lessons?

Learning a musical instrument – at any age – has a myriad of benefits and rewards.

 

There have been many studies and articles that advocate for music education in children, listing benefits ranging from brain development to better performance in other school subjects, just to name a few. Because many benefits of learning music are related to a child’s development, we often overlook or dismiss the benefits of music lessons for adults.

While it is true that learning music (just like any other skill) can be easier to learn as a child, many adult students have found music lessons to be equally beneficial and rewarding as well!

There are many reasons why adults shy away from the idea of taking music lessons.

 

Reason #1: “I’m scared of making mistakes.”

Adult students are often more aware of their mistakes and may be more self-conscious about playing in front of others, even their piano teacher.

 

This is a great opportunity to gain more confidence, which is something that will transfer to your workplace, as well as how you interact with other people!

 

Reason #2: “I’m too old to pick up a new skill.”

In addition to being more aware of their mistakes, adults may not be able to develop the required coordination as quickly as children, which makes it even more frustrating when they make mistakes.

 

On the other hand, adult students often understand concepts much more easily. This allows them to move through the music theory part of music lessons very quickly, allowing both teacher and student to focus more on the playing aspect of the lesson.

 

Many studies have also shown that knowing how to play an instrument helps with decreasing the chances or rate of deterioration in both physical and mental functions as a person ages. Music lessons help exercise an adult’s brain and motor skills, keeping you healthy both mentally and physically.

 

Reason #3: “I don’t have time. I’m stressed enough already!”

Adults have very busy lives. Most music educators are very understanding of this! They will work with you to make goals that are achievable based on your needs.

 

However, setting regular practice sessions during your busy week is a great way to develop self-discipline. At the same time, practice sessions can act as opportunities for self-care.

 

People often find music relaxing and playing an instrument can help you express and process negative feelings and stressful situations. At the same time, finishing a song can bring a great sense of accomplishment and pride.

In short, it is never too late to pick up an instrument! There are many benefits to taking music lessons regardless of how old you are.

Although TPSMTS primarily works with children and adolescents, we warmly welcome adults as well!

 

Feel free to reach out and learn how to get started today!

 

 

Resources:

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 by TPSMTS Team

Facing Stress with Humour

Finding a way to laugh in the middle of trying times…

Written by Jane Hong

 

Everyone deals and copes with stress differently.

 

While we previously explored a “Happy Playlist” to help promote positivity in our lives, most of us can agree that laughter is medicine. Humour draws people together in ways that trigger healthy physical and emotional changes in the body. Research shows that laughter strengthens your immune system, improves mood, relieves pain, and protects you from the damaging effects of stress.

 

While we aren’t making light of the events in the past year (and TPSMTS takes its’ health and safety procedures and protocols very seriously!), we can always try to find light in dark situations.

Here are some examples of songs that have taken on a completely different meaning today:

  1. All By Myself by Celine Dion
  2. Don’t Stand So Close To Me by The Police
  3. I Want To Hold Your Hand by The Beatles
  4. It’s The End of the World As We Know It by R.E.M.
  5. Yesterday by The Beatles

 

Some people has also taken upon themselves to create parodies of existing songs to fit the situation:

Social Distance (Parody of Go the Distance)

Lockdown Rhapsody (Parody of Bohemian Rhapsody)

In Quarantine (Parody of Under the Sea)

Staying Inside (Parody of Staying Alive)

Hello From the Inside (Parody of Hello)

For a final laugh, and something that the TPSMTS teachers/therapists “perform” multiple times a day, we have a live performance of the Coronavirus Etude on the piano.
Fun fact: The composer who created this video and piece is a spouse of a music therapist!

Coronavirus Etude by Jeff DePaoli

We wish you all continued health, safety, AND humour among these unpredictable times!

Resource:

 https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-relief/art-20044456

 

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 by TPSMTS Team

What does a Typical Music Lesson Look and Sound Like?

Written by Gabriella Serruya

 

There are many ways to organize a music lesson. There are some key components though that occur at most lessons. These include scales/technique, songs that are being worked on, new material, theory, downtime and often sight-reading and ear-training activities.

 

Music Technique

Some teachers start each lesson with technique – I don’t always do that. I tend to fit it in between songs. For many students, technique isn’t always fun to play, but it’s necessary. The technique exercises strengthen our fingers, help our hands move confidently around the keyboard, and encourage speed.

 

How much music?

For my students, I try to have 3-4 songs going at a time. One song that is fairly new, one that is getting close to being “finished” and 1-2 between those two! This gives a variety of levels of difficulty. The new song is generally the hardest. We don’t know it well enough to even hum it, it’s slow, and it doesn’t sound like much yet! The song that’s close to being finished is generally the easiest to practice. It’s comfortable, we can hum it, and we know when we are playing things correctly (or not!). The songs in the middle are just that. There are some parts that we know and still some new parts to learn.

 

New Material

New material can come in a couple different forms. Generally it’s the new parts of the songs. Sometimes it’s the addition of musical details – staccato, dynamics, other articulation. Either way it can be challenging! Sometimes I bring some completely different music to the lessons. This we call the “fun” stuff. It’s generally easier than the usual music so students get more immediate gratification – the song is finished quicker! This year, many of my students have learned Hallowe’en songs – something different to mix things up a little!

 

Music Theory

Theory is an important part of lessons. In the early years, it reinforces note recognition and timing, as well as dynamics and articulation. There are lots of books out there, but I prefer individual sheets. I used them to help with anything that is confusing or needs working on. I enjoy searching out themed sheets to use! It makes it seem more fun!

 

Downtime & Exploration

Downtime is a surprisingly important part of the lesson. Most students need a few minutes in between songs or after every couple of songs to give their brains a small break. Sometimes it’s chatting about what’s happening in their world, sometimes it can be a music game. Other times, it looks like playing their instrument creatively. For example, listening to how the piano sounds with the pedal down, playing high or low notes, or making “mystery” chords.

 

Sight-Reading & Ear-Training

Last is sight-reading (working on reading unfamiliar music so students can strengthen their note-reading skills) and ear-training (connecting what we see on the music to how we hear it). Both are extremely important for building a musical foundation.

 

Each lesson generally follows a predictable format so students know what to expect each lesson. We fit a lot into those lessons every week. We aim to have fun as much as possible while working hard.

 

As always, lessons are tailored to the particular students’ strengths and needs to ensure a positive and rewarding musical experience! If you or someone you know would benefit from music lessons, you can learn more here.

 

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 by TPSMTS Team

5 Musical Instruments to Make at Home (with Instructions!)

Get crafty and create music with these DIY Instruments!

Written by Yu Kwei Chan

Here are some creative instruments made from everyday items for a fun activity at home, to use during your music therapy sessions (especially if you are receiving sessions via Telehealth), or to begin building your very own band to make music with your family and friends!

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 by TPSMTS Team

Staying Positive with Music

Boosting our moods with a happy playlist

Written by Jane Hong

 

It’s easy to feel cooped up and frustrated during uncertain times. The absence of normalcy can cause a lack of motivation to get things done. Research shows that listening to music releases endorphins in the brain, which in turn reduces anxiety and stress.

Here are some great examples of upbeat songs that send out positive messages (we included playlists below!):

  1. Happy by Pharrell Williams
  2. Can’t Stop the Feeling by Justin Timberlake
  3. I Gotta Feeling by Black Eyed Peas
  4. Don’t Worry, Be Happy by Bobby McFerrin
  5. Good Vibrations by The Beach Boys
  6. Walkin’ on Sunshine by Katrina & The Waves
  7. Don’t Stop Believin’ by Journey
  8. Fight Song by Rachel Platten
  9. Brave by Sara Bareilles
  10. Firework by Katy Perry
  11. Dynamite by Taio Cruz
  12. Just the Way You Are by Bruno Mars

 

 

 

YouTube Playlist    Spotify Playlist

 

Other than listening to songs, we can also get creative and write our own! Song parodies are a great way to lighten up the mood. Songwriting may seem daunting at first, but you can always start simple. For example, by only switching out one word per line, the whole song can go a completely different direction. Deciding on an overall theme can also help with brainstorming new lyrics.

 

With many people moving onto online platforms, online jamming is also becoming popular! Strangers, friends, teachers, and students can play and sing together via video calls on platforms like Google Meet, Zoom, or Skype. More and more services have popped up in the last few months to help musicians connect with one another.

 

Music can help us stay positive during discouraging times, keep afloat and stay motivated. Besides, more music is always welcome!

 

Resource:

Why Listening to Music Makes Us Feel Good

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 by TPSMTS Team

We pivoted once, now we pivoted twice: Adjusting to our “new normal”

Written by Tamara Leszner-Rovet

How our music therapy practice and piano studio is moving forward

As you have seen on the blog over the past few months, we have been discussing our transition to Telehealth (online) lessons/sessions. We have discussed in detail the benefits we have seen, and what we have learned using this new platform to ensure our students/clients maintain a sense of normalcy, routine, and their motivation and progress during this unpredictable time.

 

Toward the end of May, we were given the go-ahead to begin resuming in-person lessons/sessions with strict health and safety protocols in place, as set out by our regulating college and public health.

 

This transition was slow, first starting with “urgent” students/clients who for a variety of reasons, could not be seen on Telehealth (online) through this time. About a week later, we were able to begin transitioning all our students/clients who were comfortable back to in-person lessons/sessions.

 

Very quickly, we needed to pivot again and put clear contingency plans in place to ensure the safety of our teachers/therapists, students/clients, and their families. Here are some examples of the health and safety measures that are now a part of our “new normal”:

 

Frequent hand sanitizing and hand washing:

Whether we are seeing students/clients in the studio or in their home, the first thing we do is ensure they wash their hands or use hand sanitizer before and after each lesson/session. Our teachers/therapists do the same.

PPE:

All our teachers/therapists are required to wear a mask during every lesson/session. We strongly encourage students/clients to wear masks as well, but in some circumstances this is not possible. If this is the case, our teachers/therapists wear face shields in addition to masks for everyone’s protection.

 

Cleaning, cleaning, cleaning!

In each studio and in the bathroom, you will find a litany of cleaning supplies used before and after each lesson/session, as well as during lessons/sessions to make sure that any used instruments and/or supplies, frequently touched surfaces, etc. are cleaned and disinfected promptly.

Checklists

If you are visiting the studio, you will see checklists around the entire space: entryway, stairwell, hallway, treble clef studio, bass clef studio, bathroom, and waiting room. There are checklists for all the possible items, surfaces, etc. that could be touched in each area, and students/clients and their families can see when everything was last cleaned.

 

Studio safety

Our studio is definitely quieter these days! We are allowing students/clients in one at a time (with some exception to siblings), typically with an accompanying adult waiting outside. We are starting to implement staggered start and end times as well. The waiting room is no longer a hub for coffee, snacks, toys, games, or a place to “hang out” while lessons/sessions are being conducted.

At all times, we respect the varying comfort levels of each student/client and their families. Telehealth (online) lessons/sessions continue to be available for families who prefer this platform, and/or for families to utilize until they are comfortable resuming in-person lessons/sessions.

 

Though this “new normal” has brought a lot of changes to how we run our day to day operations, there is no question that our teachers/therapists and students/clients alike have been so happy to start seeing each other in-person again!

 

As further restrictions begin to ease, we look forward to continue resuming in-person lessons/sessions with all our students/clients as the summer goes on, and into the new school year!

 

As always, we wish everyone continued health and safety amidst these extraordinary times!

 

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 by TPSMTS Team

End of the 2019-2020 School Year Wrap-Up During these Extraordinary Times

What our team has learned and experienced so far in 2020…

Though the beginning of our 2019-2020 school year started off strong, 2020 has already been quite the year and it’s already June.

 

Back in March, maybe you were thinking, “It’s only March and this is how the year is going?!” To be honest, a part of me was in disbelief as well. The year 2020 will be known for many reasons, one of which here at TPSMTS, will be the year that we had changes we never would have anticipated!

 

We moved to Telehealth

Our music therapy sessions and music lessons have thrived for 13 years as in-person, in-studio or in-home sessions/lessons and for the first time ever, and now offered on a regular basis, we moved to Telehealth (online). If you have not heard of Telehealth yet, it is “the provision of healthcare remotely by means of telecommunications technology” (SOURCE).

 

In March, we immediately shifted all of our lessons/sessions to Telehealth. If you want to read more about that experience, you can read our previous blogs HERE and HERE.

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