Growth Mindset

 by TPSMTS Team

Four Ways to Tackle Your Recital Jitters

Conquering stage fright

Written by Beatrix Yip

With the end of the school year upon us and our End-Of-The-Year Party and Recitals around the corner, sharing music with others in a performance setting may feel scary and challenging. While preparing your song well in advance with your music teacher is a big help, it may not be able to calm all of your recital jitters (which is completely normal!).

Here are some ways to calm your nerves leading up to and during the big day:

 

Remind yourself that you are not alone!

More people have stage fright than you think, with approximately 73 percent of people reporting some kind of nervousness or fear about presenting or performing in front of people – this could even apply to your music teacher!

 

Talk to your music teacher, parents, and friends and ask them about their experiences with stage fright, as well as strategies they have used to cope with it. Not only is this a great way to remind yourself that you are not the only one feeling stage fright, you could even find new and different ways to prepare for your recital!

 

Practice performing!

While preparing and practicing your actual song is important, practicing for the performance aspect of the recital is just as important. Take some time when practicing at home or with your music teacher in your lesson to rehearse going up to the piano, sitting, playing through your song, and then going back to your seat.

 

Analyze, Discuss, and Create!

Studies have shown that analyzing the performance song in the context of the recital can help to minimize nerves and the impact of potential mistakes. Discuss and create strategies to deal with worries you may have such as making a mistake, or having many people watching you perform. Preparing well to set yourself up for success can play a large role in calming recital jitters leading up to the big day.

 

The order of your performance can matter on the big day!

Identifying and reducing factors that could potentially make you feel more nervous on the day of your recital can help as well. Performing at the beginning or near the end could potentially help, especially if you either want to get your performance out of the way so you can enjoy the recital without feeling nervous, or watch other students perform first to get a feel for the environment and the audience expectations. Talk to your music teacher about the possibility of arranging the order of your performance, or see if you can find out the performance order so you can prepare in advance.

 

Recitals are a wonderful way to show all that you have learned and worked on over the past year in your lessons, and every performer should be proud and trust in all the hard work and learning they have done to get to this point.

Whether this is your very first recital or if you have performed in recitals in previous years, feeling nervous is completely normal!

There are many ways you and your music teacher can work together to tackle any feelings of fear and nervousness so you can focus on what is important – having fun and celebrating all the wonderful things you have accomplished this year!

 

Resources

 

in Music Lessons / Music Therapy 0 comments
 by TPSMTS Team

Supporting Your Child’s Musical Journey

Four ways to encourage and help your child in music

 

As music therapists and music educators, we are so thankful for the support that we continuously receive from the parents of our students. We often see how invested and involved you are in your child’s growth and progress.

Parents frequently ask us how they can best support their child’s musical journey.

Here are some ways that you can support your child in their music lessons or sessions:

Communication

It is important to keep in contact with your teacher/therapist about your child’s progress. Clearly communicating with us what you and your child’s goals are and is working and not working throughout their musical journey will help us figure out more quickly what teaching and therapy style works best.

 

Practice, practice, practice!

Most students have one lesson a week, and usually by the following week the concepts taught in the previous lesson have been mostly, if not completely, forgotten. Practicing throughout the week will help your child to not only retain the concepts learned, but to also improve at a much faster pace.

 

We often suggest creating a practice schedule with your child to help ensure consistent practice time throughout the week. Especially with our younger students, sitting down to practice with them (even if you don’t play piano yourself) is a great way to spend time with them and helps them to stay engaged.

 

Consistent practicing leads to improvement, which is motivation in itself for many of our students!

 

Performances and exams

Playing for others, whether it is for family members at home or complete strangers in a concert hall, is often intimidating for a lot of our students. However, musical performances and exams not only gives your child a goal to work towards (also a great way to motivate them to practice), but also teaches them many skills that can help with their future endeavors.

 

Exams, specifically, provide students with feedback on their playing level and are a great way to set goals for lessons.

 

Performances help students to be more comfortable with public speaking and presentations, teaches them to recognize and celebrate their accomplishments, and teaches them to be able to make mistakes in front of others. TPSMTS offers our students an opportunity to participate in the End-of-the-Year Party & Recital every year (you can read more about how we prepare for the recitals AND peek at our virtual recitals from 2020 and 2021!), but feel free to arrange for informal, mini “recitals” at home as well!

 

Encouragement

Most of us understand that encouragement, especially for children, is very important for growth (read more about our thoughts on growth mindset here). However, we cannot stress enough how crucial it is for their musical learning process. Make sure that you acknowledge every little milestone with them. Whether it is learning a new note to finishing their book, every bit of encouragement means a lot to your child.

 

Of course, verbal praise and rewards are effective, but you can also show your appreciation by asking your child to show you what they have learned or maybe to play for you their favourite songs. You can record videos of their playing to send to other family members. Learning a new instrument is hard, but acknowledgement of all their efforts goes a long way in both their improvement and enjoyment of the learning process.

 

Every student’s needs are unique, so if you have questions about your child’s progress, please let your teacher/therapist know. We are more than happy to give you tips to further support your child’s musical journey!

If you are interested in music lessons and/or music therapy sessions for your child (or yourself!), please reach out and contact us.

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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

Six Takeaways from Telehealth Music Lessons/Music Therapy Sessions

What the TPSMTS Team Has Learned Through Telehealth (Online) Lessons/Sessions

Tamara’s Piano Studio and Music Therapy Services (TPSMTS) has now been conducting Telehealth/Online lessons and sessions amidst these extraordinary times for 8 weeks now.

Our teachers and therapists have learned many new skills and dedicated time to furthering our techniques through this process!

 

1. Our students and clients continue to focus.

There have been many students/clients that we initially thought moving to Telehealth lessons/sessions would be difficult for. Despite our initial reservations, we have found that students/clients we thought may struggle have been doing quite well! We have found that some of our students/clients are actually focusing better with Telehealth lessons/sessions!

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 by TPSMTS Team

Transitioning to Telehealth (Online) Music Lessons/Music Therapy Sessions

Providing a sense of normalcy and routine in uncertain times.

Written by Gabriella Serruya

 

During these extraordinary times, many businesses and services have unfortunately been halted or cancelled. This affects our daily routines, but not as much as it does for the children we work with.

We know that most children with developmental delays strive on having normalcy and routine with their activities, and not being able to go to school or have regular services throws a wrench in their growth and development.

Many services have moved to an online or virtual platform to continue providing services, and TPSMTS has done this as well. While Telehealth lessons/sessions will not have the same impact and effect as in-person lessons/sessions, they still have many benefits.

 

During this uncertainty in most parts of our lives, the thing that TPSMTS been able to keep consistent is our music lessons/sessions through Telehealth (online) lessons/sessions.

Online lessons/sessions are giving students/clients a small element of routine in an otherwise crazy time.

Telehealth lessons/sessions are provided through a video chat application that allows for real-time interaction and (virtual) ‘face-to-face’ communication. Through the use of a Health Insurance Portability and Accountability Act (HIPAA) compliant platform, services can be provided in a safe, fun, and consistent manner.

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in Gabriella / Music Lessons / Music Therapy / TPSMTS News 0 comments
 by TPSMTS Team

“I Can’t…Yet!”

Cultivating a growth mindset in music therapy and music education

Written by Yu Kwei Chan

A while back, I had the privilege of teaching a student who had given me a look while playing a difficult song and said, “wait, don’t help me, I can do it!” I was so impressed by the student’s willingness for independent learning that it made me rethink teaching approaches of not only music, but also of the mindset of my students.

 

So many times as a teacher, therapist, and caregiver, I have heard the words “I can’t,” “I don’t know,” or “I need help” after asking a question. Our desire for immediacy in answers and to “help” when people are in need can result in taking away a person’s ability to learn on problem solve on their own.

To combat this learned helplessness here are some phrases we can use to redirect and implement for not only the students, but also for ourselves when we are struggling with a task and doubting our abilities:

  • I don’t know right now, but I will be closer after I work on…
  • Please give me a minute to think about what should come next!
  • I’m confused about __________ (an exact point).
  • I know how to do ___________ but don’t know _________. The next step that makes the most sense is __________.
  • In the past when I didn’t know, one thing that worked for me was ___________.
  • I improve when I practice.
  • Let me try a different strategy.
  • “I can’t do it … yet!” and try again.
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in Music Lessons / Music Therapy / Yu Kwei 0 comments
 by TPSMTS Team

Practicing and Intrinsic Motivation

Encouraging students to progress and grow in music lessons

Written by Tamara Leszner-Rovet

With the new year now upon us, it is a time for reflection and resolutions, including when it comes to music lessons. One aspect of music lessons that comes up frequently in conversation, especially at the beginning of a new term, is practicing.

In general, I have found that the key to long term progress, success, and enjoyment of playing an instrument is intrinsic motivation.

 

Intrinsic motivation refers to behaviour that is driven by internal rewards. The motivation to engage in a behaviour arises from within the individual because there are natural rewards associated with it. In other words, students practice because they want to progress (similar to playing sports, where there is a motivation to practice in order to develop the strength and skills to progress). In my experience, students who want to practice their instrument and continue to progress are the ones who reap the most benefits and rewards for themselves, and are more likely to continue lessons long-term.

 

Extrinsic motivation typically doesn’t work well as a long term solution. Rewards such as candy, toys, etc. may not be effective when it comes to music practicing. This is not to say that they won’t work in the short term, but often they satiate and eventually are no longer motivating. The point is that practicing equates to further progress, which is motivation in itself. While rewards may not be an optimal long-term way to motivate, positive reinforcement (strengthening an action with praising words, a pat on the back, performing for others, etc.) can help to further encourage growth and skills to develop intrinsic motivation.

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in Music Lessons / Tamara 0 comments