Practicing with our Child

Teacher’s Corner:   By Christopher Barham

One of the beautiful opportunities in practicing with one’s child in a regular way is 1:1 time together. Naturally during these sessions there can be less than stellar behaviour, but there can also be moments of great beauty and connectedness. A wonderful possibility during this together time is getting to understand our children at a much deeper level, including what their fears may be. Some simple questions can usually help to clarify this in less than 5 minutes. For example, let’s say there is resistance to trying or doing something in a lesson, and I sense there is some sort of discomfort involved. I might ask the child some questions as follows below. As a teacher, I am interested in the student’s wholeness and helping them to identify and move beyond their fears, particularly around performance and making mistakes. We need to generate a positive growth mindset. This following sequence might take 5 minutes or less or more. Sometimes it takes a number of discussions, and sometime only one.

What’s up? Are you a little nervous or scared about something? YES

What’s that about? I WILL MAKE A MISTAKE

O.k., and what does that feel like? NOT GOOD

I see, and are you going to melt, or fall into pieces? NO

Something else? I AM NOT SURE

mmm….o.k., so what does it mean if you make a mistake? THAT I MAKE A MISTAKE

Got it, so what’s under that ? WHAT DO YOU MEAN?

Well, you believe that it is no big deal to make a mistake and underneath there is a different feeling or message. What does it mean about you if you make a mistake? THAT I AM NOT GOOD ENOUGH/I AM A BAD BOY OR GIRL/I WILL NOT BE LOVED/I WILL BE BANISHED/ ETC.- there are many possible simple child-level responses, and it may take a number of times or re-asking the question to drop down to this point, but this process can be fairly quick. At this moment, the parent may need to give their child a hug or cuddle. Some do not need it and can continue chatting.

O.k., and do you notice a feeling in your body when that thought comes up? YES

Can you describe it to me…does it have a colour, or shape? IT IS A SQUARE AND RED Where do you feel it? IN MY STOMACH What else can you tell me about it? WELL IT KIND OF MOVES ABOUT A LITTLE AND IS PRICKLY, I HAVE FELT IT BEFORE

O.K., Now is it true that you are going to be banished? NO- BUT IT FEELS LIKE IT

Yes, it does feel like it’s true, and we know it is not going to happen. This is just an untrue story and the best part is you can re-write the story. So if you notice this feeling, you can simply tell yourself, “Thanks for sharing, I know this is not true, and I am writing another story”

So, what might be something else you could tell yourself when that feeling comes up? THAT I CAN ENJOY PLAYING IN THIS CONCERT

Great.

It is important that you are ready to give your child a big hug and loving support anytime throughout this simple question and answer process. There is no perfect set of questions to help a child/student understand what stops them. The youngest I have asked these questions to successfully is five years old, and the older the students get, typically the more coached they become in their answers.

Once we (parents and teacher) are more clear about the underlying fears the child may harbor, we have a new perspective in how to better support the child/student in their life’s journey, including musically. I usually share with the child that we all have these issues, it is just we do not talk about them too often, or do not even know they exist. I also find that this kind of conversation is very bonding for the parent and child. At least in a lesson, I keep everything very light and easy and gentle…and don’t push. It is so useful understanding what is underneath percolating along within our young people, and it is so easy to forget or not recognize the richness of their inner lives and how when they separate from unity they can stop, and when they find that inner connection to the whole, they are able keep moving along enjoying the adventure.

The Routine

Teachers’ Corner by Sara Mastrangelo

Every autumn, families settle into a routine.  Violin and guitar lessons, ballet classes, homework, soccer; it all gets juggled around like pieces of a jigsaw puzzle.  Ride-sharing and bus schedules, lunch packing and dinner planning.  Where did the summer go?

This fall, I encourage families to take a moment.  Think about where you are spending your time and where your children are spending theirs.  Is everything we are doing necessary?  Are there ways to simplify life?  Is there time in your child’s day where they can just be kids and play, read a book, or daydream?  Numerous studies say that boredom fosters creativity.  Does your child  have time to be bored sometimes or is every single minute of their day accounted for?

Now take a moment to envision your child being the best they can be at their instrument.  What will it take for this to happen?  Does the schedule need to be cleared out a bit?  Do bedtimes need to be adjusted?  Are clear goals being set?  The practice environment should be free of distractions and comfortable.  Here, structured practice time is fruitful.

Children thrive in a routine that includes regular practice habits and also free time.  They will continue to amaze us as parents and teachers!

 

Instrument Care


Selection and Care of your Instrument

by Rosemarie Klimasko – August 2009

If you are purchasing a new or used instrument, it is crucial that you seek the advice of your home
studio teacher. Your teacher will be more than willing to help you find an instrument that is competitively priced and suitable for the playing level of your child. NEVER purchase an instrument unless your teacher has seen, played and checked the instrument.

Stringed instruments are acoustic, made of wood, thus you must take care not to expose them to extreme and sudden changes of temperature. Heat is more destructive than cold, so do not leave your violin in a car on hot days. Direct sunlight can soften the wood glues used by luthiers, weakening or destroying the joints in the instrument. In cold weather, simply ensure that the violin has some insulation if it is to be in the cold for any length of time.highlightsviolins

Avoid storing instruments in damp areas, which can cause the instrument to warp around the neck area.

Dry conditions, especially in Ottawa, are the worst culprit in creating cracks and as well as opening seams on your instrument. This may result in expensive repair work, especially in older instruments. Keep your instrument beside a humidifier or purchase a Dampit which is inserted into the F hole of your violin.

Slacken the hairs of the bow when not in use (your teacher will show you how to do this) to avoid warping the bow and thereby losing the curve and tension of this delicate piece of wood. Avoid touching the hairs of your bow. Natural oils on your hands will spoil the ability of rosin to adhere to the hairs of the bow. Always purchase a fine quality rosin, even for beginners. It will cost you about eight dollars, and, if handled carefully, will last for several years.

Clean the rosin off your violin and bow with a soft, dry cloth after you practice. Two or three times a year, your violin will need a nice polishing. NEVER use a furniture polish, as this will ruin the varnish. Invest in a high quality cleaning product used specifically for stringed instruments. A small bottle will last you for several years and several drops, with some buffing, will do the job.

If changing strings, never remove or change all at once; as this could cause the soundpost inside the instrument to collapse, obliging you to make an unplanned visit to your local repair shop. Have your teacher show you how to change strings if an emergency should arise. Violin pegs can expand in summer or contract in winter, making them difficult to turn (if they expand) or harder to keep in place (if they contract). This is to be expected and can be rectified by purchasing “peg paste” to create the friction needed to hold the peg in place.

Do not attempt to do any home repairs. Your teacher can direct you to someone who is qualified to do the necessary repair work. And finally, always carry an extra set of strings in your case; they have a tendency to break at the most inopportune times!