Music Lessons

 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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 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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 by TPSMTS Team

Sharing the joy of music

How our music teachers and music therapists experience music with their students and clients

Written by Gabriella Serruya

I love my job!

Not everyone can say that, but I still can – even after 30 years! I consider all of my students as my “kids.” They and their families become a part of my extended family.

 

Every day, I have the privilege of seeing students of all ages and abilities experience music. It’s still a wonder after all this time. When that lightbulb of understanding comes on in a student, I know it’s a great day for both of us.

 

There are so many things that go into a great lesson. Sometimes it’s the lightbulb, but that doesn’t happen every week. Sometimes it’s the laugh we share, the hard work at the lesson, or the home practicing. I always enjoy the time we get to spend together making music.

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 by TPSMTS Team

Music in Tonal Languages

How music works in different languages

Written by Jane Hong

 

Many people in the world speak tonal languages – where pitch contributes to the meaning of a word. Tone in these languages are phenomic, meaning that a change in pitch or pitch contour of a word can drastically change the meaning of a word. For example, in Cantonese, altering the tone of “mother” (maa1) will result in you calling her “grandma” (maa4) or “horse” (maa5).

Since pitch is also a main component of music, many people wonder what happens when the two intertwine.

For some tonal languages, such as Mandarin Chinese, the melody usually takes over and the 4 tones in the spoken language are ignored. Mandarin speakers should still be able to discern the meaning of the song by the pronunciation of the word without the tonal information. However, some words may still be confusing on rare occasions.

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 by TPSMTS Team

Improving Attention Through Music Therapy

Why attention is so important in lessons and sessions

In both music therapy and music education, attention is at the forefront.

No music therapy goals could be attained if attention isn’t held. Similarly in music education, no musical elements would be learned without attention as the foundation. However small these moments of focus may be, without them, no progress would be made.

“Without attention, it would not be possible to think, learn, remember, communicate, or problem solve.”
(Thaut & Hoemberg, 257).

 

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