3.5 A parents' guide to music lessons  (Page 5/5)

Finding an instrument

This section comes after "finding a teacher" because it is often a good idea to get in touch with your child's prospective teacher before you get an instrument. The teacher may have definite ideas about what is an acceptable student instrument, will probably know the best sources of reasonable-quality/reasonable-price instruments, may have brand recommendations, and in any case should be able to help you decide whether to purchase a particular instrument. This includes band and orchestra directors and other ensemble instructors. If money is an issue, don't hesitate to let the instructor know. The school may be able to let you borrow or rent an instrument at a low cost, or the instructor may be able to help you locate a low-price used instrument.

If your teacher does not recommend a particular place to look for an instrument, good sources of instruments include your local music shops, local want-ads, and national music companies and other reputable sellers who are willing both to ship instruments to you and to take back instruments that are not acceptable. Both local and national music stores will generally try very hard to sell you an instrument that you will be happy with, so that you will return to them for music stands, mutes, repairs, and other extras. Let the salesperson know you need a student-quality instrument, and of course let them know if a small-size instrument is needed.

Once you have purchased the instrument, make sure you follow the care instructions that come with it, or find out from the teacher how to care properly for it. A musical instrument, like a car, will be a source of constant frustration and repair bills if it is not kept in good condition.

What you should do once lessons have begun

Your child's teacher should clarify things like how often and how long your child should practice, as well as practical things like payment schedules and no-show policies. If not, ask! (You may find some useful suggestions in A Guide to Great Home Music Practice .)

If you are considering Suzuki lessons, or starting a very young child, be aware that you will be expected to actively participate in your child's daily practices. No musical knowledge is required on your part, just time. Once children are a little older, most methods only require you to make sure that your child does practice. You are the best judge of how to do this; whether incentives, reminders, or regular schedules are the way to go varies from one child to the next. Remember that keeping to the teacher's suggested practice schedule is very important. Nobody can learn to play an instrument well if they play only once or twice a week; if this is what is happening, there is not much the teacher will be able to do to help your child improve.

You don't need to complement every sound that comes from your child's instrument, but do try to be encouraging, especially when you do hear something you like. It is the teacher's job, not yours, to listen critically. Be aware that many children who happily accept helpful criticism from a teacher may expect parents (even those knowledgeable about music) to take an encouraging rather than a critical role, and will not respond well to suggestions from you.

Don't be afraid to discuss potential problems with the teacher, especially if your child can't or won't. Most children will have some resistance to practicing and some "performance anxiety" about lessons. But it is not normal for practice time to be miserable or for your child to be terrified of the teacher; if this is the case, insist on some changes or find a different teacher or even a different instrument. Music lessons can and should be an introduction to a lifelong enjoyment of music.