by Mike Overly
There are many reasons why students quit music lessons. Sometimes it’s because the teacher doesn’t inspire them, or because the lessons aren’t focused enough on their goals. In some cases, it could be that the teacher isn’t qualified and doesn’t really know how to help the student to become the musician they would like to be.
Then again, another reason might be that the student’s relationship to the teacher and the lessons aren’t as focused as they need to be in order for the student to progress.
Having taught music successfully for many years and to many students, I have come to realize that the way in which a student relates to the teacher and the method has a very meaningful effect on the student’s progress.
Different students get varied results from the same teacher and the same method. This is because different students approach the learning process uniquely. For example, one student might believe to know better than the teacher and eventually quits, while another student learns and applies everything that is presented and becomes a world-class player. We all understand the wonderful attitudes and behaviors of the student that goes on to become a world-class player, however, let’s look more carefully at three different types of behaviors commonly displayed by students who can easily become frustrated and quit their music lessons.
I want to be perfect.
Some students want to master everything that is presented in a lesson before moving on to something else. This may seem like a good idea, but it is not the most effective way to progress. Music is best learned when many elements are worked on simultaneously without worrying about mastering any one given component.
For example, the student must work on technique, while at the same time, learning the theory of harmony, improvisation, composition and song-writing. The point is, after learning something new, don’t hesitate to begin applying and integrating it with everything else you have learned. Application and integration are essential elements that must be developed from the very beginning.
By learning in this multi-tasking manner, the student will not let one aspect of their learning get too far ahead of the other things that they have learned. Approaching music this way will keep the student in balance.
I only want the new.
Some students think that each lesson should consist mainly of new material. However, this isn’t necessarily the best approach. The simple reason is that too much new information leads to the feeling of being overwhelmed. This is because there is not enough time to integrate and apply this new information to the past information. Being overwhelmed is what causes most students to become frustrated and quit. And here’s an important point, simply learning new information will not improve technique. Technique takes time to develop. Said again, technique involves more than just simply being aware of a new musical concept, it also takes the time to integrate and apply what has been learned so as to acquire the fluency of technical skill.
Applying and integrating what is known is itself a valuable lesson. In the beginning, the student may think that learning something new in each lesson is a good thing. But as time goes by, they will notice that they are not making significant technical progress. At this point, this student may want to quit because they think lessons aren’t effective, but that is really not the reason for their lack of progress.
It’s true that learning new information is an important part of lessons, but if the student is only interested in learning the new, they probably will not continue with lessons and will miss out on the most important aspect of lessons which is the unfoldment, in which the information is presented. It is this order of knowledge that makes lessons so valuable. The student will need to practice patience to realize this and gain the benefits of lessons.
I know what’s best.
Some students have been playing for awhile and perhaps have studied with other teachers. These students may have preconceived ideas about what their lessons should be. These students wish to control what and how they are taught. Asking questions and presenting goals to the teacher is a good thing, but trying to direct the teacher as to what and how to teach is not. If the student seeks help from a qualified teacher, they should trust and accept the fact that the teacher knows more about music than they do and therefore can successfully teach the student.
With that said, all music teachers are not the same, some are more qualified to teach than others. So, it’s important for the student to communicate their goals, and if possible, their challenges. Then, if the student is not receiving what they need, they should seek a different teacher. What’s important is that the student needs to have faith in the teacher they have selected, and commit themselves to the learning process.
If the teacher has helped others to succeed, then chances are that the teacher will be able to help you as well. The teacher’s ability to help the student will be delayed and limited if the student constantly questions everything that is presented.
Working with a qualified teacher is the fastest and most efficient way for the student to achieve their goals.
So, if the student truly wants to accelerate the process of progress, then the student should think about the relationship with the teacher and the teachings to see if there is any room for improvement.
There are many factors that affect the rate of progress when learning music. But if the student studies with a qualified teacher, follows the most effective music methods and develops rewarding practice habits, then this student will become the musician they’ve always wanted to be.
Globally-renowned guitar and bass instructor, Mike Overly easily combines the worlds of deeply-rooted academic study with a well-textured performance resume. His pathbreaking 12 Tone Music Publishing products provide valuable insights into simplifying the playing process with such ideas as: How to Play Like a Genius Without Really Being One, or, Awesome Licks, Riffs, Hooks and Fills made Easy!
Join Mike at www.12tonemusic.com to explore and expand your knowledge of these two iconic instruments through a variety of interviews and reviews, tips and tricks and free lessons, all presented in a family-friendly forum. Plus, as an added bonus, you get to follow Mr. Pick as he introduces you to fun fretboard games, jokes, riddles, quotes and more. Be sure to read the 12 Tone Music Blog where Mike offers a behind-the scenes look at the development of his unique approach to music, guitar and bass.
Mike Overly's unmatched perspective on fretboard education has something for everyone -- from the amateur hobbyist to the serious professional player -- as well as any music enthusiast who wants to come along for the ride.
There are many reasons why students quit music lessons. Sometimes it’s because the teacher doesn’t inspire them, or because the lessons aren’t focused enough on their goals. In some cases, it could be that the teacher isn’t qualified and doesn’t really know how to help the student to become the musician they would like to be.
Then again, another reason might be that the student’s relationship to the teacher and the lessons aren’t as focused as they need to be in order for the student to progress.
Having taught music successfully for many years and to many students, I have come to realize that the way in which a student relates to the teacher and the method has a very meaningful effect on the student’s progress.
Different students get varied results from the same teacher and the same method. This is because different students approach the learning process uniquely. For example, one student might believe to know better than the teacher and eventually quits, while another student learns and applies everything that is presented and becomes a world-class player. We all understand the wonderful attitudes and behaviors of the student that goes on to become a world-class player, however, let’s look more carefully at three different types of behaviors commonly displayed by students who can easily become frustrated and quit their music lessons.
I want to be perfect.
Some students want to master everything that is presented in a lesson before moving on to something else. This may seem like a good idea, but it is not the most effective way to progress. Music is best learned when many elements are worked on simultaneously without worrying about mastering any one given component.
For example, the student must work on technique, while at the same time, learning the theory of harmony, improvisation, composition and song-writing. The point is, after learning something new, don’t hesitate to begin applying and integrating it with everything else you have learned. Application and integration are essential elements that must be developed from the very beginning.
By learning in this multi-tasking manner, the student will not let one aspect of their learning get too far ahead of the other things that they have learned. Approaching music this way will keep the student in balance.
I only want the new.
Some students think that each lesson should consist mainly of new material. However, this isn’t necessarily the best approach. The simple reason is that too much new information leads to the feeling of being overwhelmed. This is because there is not enough time to integrate and apply this new information to the past information. Being overwhelmed is what causes most students to become frustrated and quit. And here’s an important point, simply learning new information will not improve technique. Technique takes time to develop. Said again, technique involves more than just simply being aware of a new musical concept, it also takes the time to integrate and apply what has been learned so as to acquire the fluency of technical skill.
Applying and integrating what is known is itself a valuable lesson. In the beginning, the student may think that learning something new in each lesson is a good thing. But as time goes by, they will notice that they are not making significant technical progress. At this point, this student may want to quit because they think lessons aren’t effective, but that is really not the reason for their lack of progress.
It’s true that learning new information is an important part of lessons, but if the student is only interested in learning the new, they probably will not continue with lessons and will miss out on the most important aspect of lessons which is the unfoldment, in which the information is presented. It is this order of knowledge that makes lessons so valuable. The student will need to practice patience to realize this and gain the benefits of lessons.
I know what’s best.
Some students have been playing for awhile and perhaps have studied with other teachers. These students may have preconceived ideas about what their lessons should be. These students wish to control what and how they are taught. Asking questions and presenting goals to the teacher is a good thing, but trying to direct the teacher as to what and how to teach is not. If the student seeks help from a qualified teacher, they should trust and accept the fact that the teacher knows more about music than they do and therefore can successfully teach the student.
With that said, all music teachers are not the same, some are more qualified to teach than others. So, it’s important for the student to communicate their goals, and if possible, their challenges. Then, if the student is not receiving what they need, they should seek a different teacher. What’s important is that the student needs to have faith in the teacher they have selected, and commit themselves to the learning process.
If the teacher has helped others to succeed, then chances are that the teacher will be able to help you as well. The teacher’s ability to help the student will be delayed and limited if the student constantly questions everything that is presented.
Working with a qualified teacher is the fastest and most efficient way for the student to achieve their goals.
So, if the student truly wants to accelerate the process of progress, then the student should think about the relationship with the teacher and the teachings to see if there is any room for improvement.
There are many factors that affect the rate of progress when learning music. But if the student studies with a qualified teacher, follows the most effective music methods and develops rewarding practice habits, then this student will become the musician they’ve always wanted to be.
Globally-renowned guitar and bass instructor, Mike Overly easily combines the worlds of deeply-rooted academic study with a well-textured performance resume. His pathbreaking 12 Tone Music Publishing products provide valuable insights into simplifying the playing process with such ideas as: How to Play Like a Genius Without Really Being One, or, Awesome Licks, Riffs, Hooks and Fills made Easy!
Join Mike at www.12tonemusic.com to explore and expand your knowledge of these two iconic instruments through a variety of interviews and reviews, tips and tricks and free lessons, all presented in a family-friendly forum. Plus, as an added bonus, you get to follow Mr. Pick as he introduces you to fun fretboard games, jokes, riddles, quotes and more. Be sure to read the 12 Tone Music Blog where Mike offers a behind-the scenes look at the development of his unique approach to music, guitar and bass.
Mike Overly's unmatched perspective on fretboard education has something for everyone -- from the amateur hobbyist to the serious professional player -- as well as any music enthusiast who wants to come along for the ride.
