Suzuki Kingston, We Bid You Adieu

With great sadness I write that the Suzuki institute in Kingston, Ontario Canada has come to a close.  For over 30 years it has provided children and their families a loving, caring haven where students, teachers and parents shared music and much, much more.

I received a letter and phone call with the news about 3 months ago.  Although I saw it coming, I did not want to believe.  I called one of my colleagues to commiserate but other than that, I could not talk or write about it.  Within the week letters from the other teachers started pouring in.  I even got 2 calls from families I had taught asking if it was really true.  Still, I was in denial .  I really expected a phone call saying that a savior had been found and the institute would continue.  But as hard as it was, I knew it was time.

Thanks to two extraordinary faculty members and many other volunteers, the institute pulled off a successful program last summer following the retirement of Carole Bigler and Valery Lloyd Watts.  Carole and Valery, the founders all those years back created a unique experience for families who attended.  Each teacher, hand picked from all over the U.S. and Canada,  created a diverse, cohesive curriculum bringing each child the best of the best.  We shared a common philosophy of education.  In all the places I have taught  I have never experienced the level of respect nor mastery as I had with this faculty.  I often joked that it was the Brigadoon of education.

In many ways  the institute formed who I am as a teacher and continues to remind me of who I want to be as a human being.  Obviously, our goal was to share music.  But what made the experience unique was that an even larger goal was to share love.  The success was that simple.  Each teacher demonstrated unbridled enthusiasm in and out of class.  Hugs to parents and children were constant.  Each lesson was steeped with creativity and laughter.  And as a faculty, we viewed each other’s talents in awe.  We worked together and played together and loved every minute.  The aura was contagious.  The children and families showed respect to each other, worked hard and applauded each other’s accomplishments.

Many educators and students never have such an opportunity.  I consider myself blessed.  To those who have attended the Kingston institute, I am sure you share my sentiments.  I will cherish the memories all my life.  I will also aim to be the best teacher I can possibly be.  Even more than that, I hope to aim to be the best person I can be in life.  So often when situations arise I think of what my colleagues would do.

All good things must come to and end.  This is a very sad ending.  But the faculty, families and memories will always have a special place in my heart.

What next?  I sincerely hope that the children who attended the institute will find other venues and continue in their musical journey.  As for me, I will continue to work hard for the children in my elementary school and my private piano studio.  I hope that I will be invited as a clinician for other institutes ( I will be in Virginia in March).  As for my colleagues, please know how much I value you.  May our paths cross again…

Positive Peer Pressure in Music

Teaching public school music and piano lessons on the side, I see all varieties of students.  In school I see kids who love coming to music class, those who hate it, those whose work ethic is very strong and those who refuse  to do any work regardless of its variety.  When it comes to joining chorus, I hear a plethora of excuses:  I’m too busy, I need the study hall, my friends aren’t doing it, I’m taking band instead.  And then there are the more creative excuses:  we don’t have a car so I wouldn’t be able to come to the concerts, my mom doesn’t want me to join, and my all time favorite, my dad has polio so I can’t join.  Funny how no one’s excuse it, “I’m too lazy!”.

But my piano students are different.  They are all smart, work hard and love to come to lessons.  This year all but three of my students are in high school.  Many are also in band, orchestra or both.  I am always amazed how they can practice so many instruments!   Once a month I have a group night where I invite the families for a little, informal recital.  The requirements are that the pieces performed are to be memorized and each student is to play a minimum of one piece.  At the last group night almost everyone played two pieces and two girls even got together on their own and performed a duet.  I knew nothing about it!  The same girls also meet periodically to work on a piano duet that they are composing.

All my piano students really look forward to the group nights and so do the parents.  At school the kids are comparing their music and gear up for the night.  One of their friends in orchestra heard them talking about group night.  He also played piano and had been considering looking for a new teacher.  My students convinced him to call me.  Although the friend didn’t call at first, the kids bugged him until he did.  Usually I get recommendations from parents, or someone hears one of my students and asks with whom they study.  But I have never gotten a new student from peer pressure!

I have had one lesson with my new boy and I know he will work out just fine.  Everyone is excited to have him come to his first group night.  It is so nice to see teens embrace music and have fun in sharing it.  How can this positive, productive attitude spread among others?

TGIF

First week of school.  I’m soooooo glad it’s Friday!

Flowers

As requested by one of my readers, here is some of my flower photography.                                                                                                                                

To All Women (and possibly men)- Does Size Matter?

ok.  This entry is not my typical style, but I have been inspired to write by my blog mate from Japan.

I have been on a diet all my life.  I was raised in a typically Italian family in the U.S. where the mantra was “Eat!  It’s good for you.”  Whatever I wanted for any meal was put on the table.  My little Grandma would even make pasta for breakfast if I asked her.  Family dinners did not mean the immediate family sitting down to the table at a pre-scheduled time as it does today.  It meant 3 generations of grandparents, aunts, uncles, and cousins along with the immediate family sitting together at the table for hours eating many courses.  Needless to say, I was a chubby kid!

As a teen the influences of super models, athletes, and  an awareness of the opposite sex  led me to reevaluating my food mantra.  Although I was not fat, I knew I carried more weight than my friends and became very self conscience.  I began cutting down on my intake and running.  I made the decision that I did not want to go to college feeling over weight.

It worked, and I left for college looking adequate and feeling good about myself.  Fast forward 30 years……. or so…..

I have been on a diet of sorts ever since.  I evaluate my caloric consumption every day.  I exercise sporadically  due to work and, I’ll admit , laziness.  Although I know I am average weight for my height I still feel not good enough.  Here’s my question- does it really matter?

Culture plays a big role in who we are.  As Americans we have been brainwashed to have a Barbie body.  In reality, what percentage of women do?  Being a teacher, I see the female struggle with weight and appearance among my students.  I want to tell them to let it go, eat right, exercise,  and let it be.  Not easy-  I have a hard time with that myself.

I find it amusing that when visiting Japan I felt like a giant (I am 5′4”, and as I said, average weight for an American) but when I go to an base ball game in NY I walk away feeling like a run way model.  In a French cafe I felt fat and on a beach in Puerto Rico I felt thin.  (no offense if you live in any of these places!)  See my point?  Finding a balance is tricky.  Couldn’t we just let out our waist and inch or so?

Your thoughts?  Wouldn’t it be great just to eat anything and revel in the moment?

So I guess that’s it for now.  Time for a snack.

Summer Piano Lessons- Yes or No?

Ah, summer!   No school, longer days, warm breezes, freedom.  Swimming, riding bikes, time with friends, bronze, healthy glow.  Time to read, time without a schedule, time to do absolutely nothing at all.

These are the thoughts I had as a child about summer.  Now that I am adult and a teacher my view hasn’t changed too much.  I add gardening, house cleaning, time with family to the mix.  But I am still on summer mode.  I can’t begin to imagine the word ‘work’ in conjunction with summer.  Since my husband is a teacher too, I have never had to think of summer in any other way than complete freedom.  Yes, I’m spoiled.

So, here in lies my question:  Should a child be expected to take summer piano lessons and maintain a practice schedule during the summer?  Good one, huh?

As an educator I say, ‘yes, definitely’.  As an educator I also say, ‘absolutely not’.   Now that I am teaching piano I love it when my students take summer lessons and practice.  Since summer is less scheduled, there is more time to practice and advance.  I am much more relaxed during my teaching and often extend the lesson time which accomplishes so much more.  During the summer I like to stray from the classical music and work with music the kids choose, work from a fake book, jazz,  and more technique.  It’s a time too where  I can chat a bit more with the child and their family before and after the lesson.  All in all, summer can be a time for strong musical growth.

Kids need a bit of structure.  Freedom is wonderful but an idol mind is not.  A diet of only TV and friends is unhealthy to say the least.  Parents need to moderate and encourage brain work.  Since music is a language, if it is not used it’s lost.  When a student does not take summer lessons, depending on the age of the child, it can take up to a month to retrieve skill and establish a practice schedule.

On the flip side of the coin, I believe children are scheduled  to the point of insanity.  There are so many opportunities:  sports, music, art, academics, volunteer work, part time jobs.  If a child doesn’t start a sport by the age of 5 it’s sometimes impossible for them to compete amongst their peers.  And if the child doesn’t practice 5 days a week he can be cut from the team.  With Suzuki education the norm is not unusual for a child to start an instrument at 4 years of age, giving them an edge among their peers.  Parents want their child to be well rounded and pile up the activities after school.  In some countries, children go to cram school after school hours.  In our village children hire tutors to raise their average in a certain subject.  Tutors are hired even if the child’s grade is in the high 90s so that the child may gain in class rank!  Children are scheduled to the point where meals are eaten in the car between activities instead of at a table with their families.

Does a child need a break during the summer?  Absolutely!  Even as an adult the thing I like most about the summer is not having a schedule.  It doesn’t matter what time it is, I don’t have to do anything routinely and spontaneity is my course.  Lunch with a friend on Friday, laps at the pool when I awake, in the mood to make cookies any time is possible.  I love it!  When I was growing up, my piano teacher did not teach during the summer.  I was so happy for that.  But then my mom would want me to continue to practice and I thought that was totally unjust.  Why could other kids just spend the whole day outside playing and I had to practice before I was allowed to go out? (I felt that way about doing chores too.)

So, I ask, should a child take lessons during the summer and be expected to practice?  My answer is a double edge sword.  As a teacher and parent I say that I see the benefits.  However, the child within me says kids need a break.  In doing so, I have offered my music families a 5 lesson session.  The deal is that they are to cash in on the 5 lessons from mid-June to the end of August.  When the child wants a lesson they call.  This alleviates working around vacations, kids not practicing and a schedule on my part.  Spontaneity is encouraged; parents are able to call for a lesson the same day they want to come.  With the 5 lesson expectation, kids maintain their abilities.  Notice I used the word ‘maintain’.  I don’t expect too much  progress in only 5 lessons.  If a family wants more than 5 lessons that’s wonderful, I am happy to accommodate.

I would appreciate some feed back on this topic.  Your thoughts?

Music Brings All Ages Together

When thinking of music institutes one mostly thinks of small children learning music in small group settings, teens in ensemble playing, daily private lessons and recitals.  That’s what my experience had been until a few years ago.  I looked at my class lists finding one of my lesson groups was for an hour lesson with two retired women.  I had taught adults before, so although a bit unusual in this setting, I was prepared.

The two women “L” and “M” had been taking lessons for a few years with the same teacher.  They were obviously good friends and comfortable with their music abilities.  L was tall and willowy and appeared a bit on the conservative side.  M , considerably older,  was short and compact with a self assured, observant nature.  Each woman, extremely intelligent,  was delightful individually, but together they were a dynamic team.  They were so endearing I knew the minute I met them I would look forward to their lesson each day.

While one had her lesson the other watched and cheered from the side lines.  They took notes for each other so that they could remember all I said.  Each suggestion I gave they found new and exciting.  I could literally see the light bulbs go on and they took what I said as gospel.  The next day they would tell me of their practice sessions and could not wait to show me how much better they played.  Their wit and enthusiasm kept me in laughter.

The laughter during the lessons is what I will always remember most.  During one lesson M had played exceptionally well and in a silly moment I gave her a sticker as I would have a young child.  She was so proud of the sticker she strutted around and told L  that she was so much better.  The next day L impressed me and earned two stickers.  M hung her head in shame.  She said, “Oh great!  I will never hear the end of this!”  And so our lessons continued with the goal to earn stickers.

The next year, I looked at my class lists and found L and M once again listed.  How delighted I was when I found out they had  requested to have me as their teacher.  This time they came with their own stickers (much fancier than the ones I had, they pointed out.)  The lessons continued as rollicking as before.  When not in class or practicing, L and M attended all the recitals and other events on campus.  They marveled at the skills of the little ones which prompted them to practice even more.

I shared stories of our lessons with my family and was most pleased to introduce L and M to my husband and children.  My relationship with L and M blossomed beyond music and they took an interest in my family as well.  We began sending Christmas cards and M would e-mail me in anticipation of the institute.  I would once again be their teacher.

Since they had shown such cleverness, I played into it by bringing stickers that had attitude.  The stickers were little dogs saying sarcastic things.  Ironically enough, I was able to find just the appropriate comment about their playing through the stickers.  Fun and silliness.

That summer I noticed a decline in M’s health.  She had developed a cough and tired more easily.  She confessed to having fallen asleep on the keyboard while in a practice room.  At Christmas I sent M a card; there was no response.

Upon arriving at the institute this year my class list had an envelop attached.  Inside was an e-mail sent to the institute for me.  It was from L.   They would not be coming this year.  M had passed away.  It was a very nice letter from L; she said that M was very fond of me.

I thought about them all week as I taught.  I missed them.  Music has brought many wonderful people into my life.  Music and education transcend the ages.  M was a teacher.  She and L taught me a lot about learning and relationships.

Skype Piano Lessons Update

There are many sites that offer piano lessons on line.  Some of which, I understand are not reputable.  My skype lessons are simple to use and privately run -not with a company.

I have a masters degree in music education with a concentration in piano pedagogy.  I have been teaching public school music and Suzuki piano for many years.  I am a music clinician and lecture on parenting/ music topics.

No matter where you live, skype lessons are possible.  They are not meant, by any means to replace a home teacher.  The lessons are for enhancement purposes.

Best of luck!

Smart Teachers, Loving Parents, Children-Priceless!

Although I had a very rocky start to my week at the Kingston institute, once I arrived I basked in the experience. The “rocky” was in the travel. A trip that should have taken 3 hours took close to 10 and that was with the help of my devoted husband and Kingston colleagues. But only as this institute provides, I was greeted with hugs from the faculty, concern from the families and a beautiful dinner. Like the master card commercial suggests, priceless.

Priceless is the only description of my week at the Kingston institute. Despite my anxiousness in preparing, the week was, as always, one of the best. I say that each year in reflecting, but it all was truly special. The things with which I am always most impressed are:

1. the faculty

2. the families

3. the devotion of both the above

The faculty at the Kingston institute are by far the most inspirational, dedicated teachers with whom I have ever taught. Their creativity and sense of humor set them above and beyond, forming a team that bonds, learns from each other and supports each other professionally and personally. Although I see most of them only once a year, I know I belong, sharing a common goal to be all we can be for the sake of the students. There is an indescribable warmth we share. I can be totally myself with this group. No walls are formed. I don’t have to measure my words or choose my words with caution.

The compliments fly freely among us, recognizing the effort and mastery in each other’s work. We share the common thread of music education, but we each fill a unique niche. Combining our talent we create an experience that, in my view, is of highest quality. A purely positive tone among the teachers is obvious along with teasing, jokes and laughter.

The institute attracts a certain type of family because parents are expected to stay with their children during the week. The parents to go to class with the kids, eat in the dining hall and sleep in the dorms. Education is first among the adults. Mondays lessons are generally a bit quiet among all as they get to know each other. But by the next day friendships have begun and by the end of the week strong bonds are evident among children and adults.

My group classes were lively. Through games the kids absorbed much more in a week than I could believe. In my 5 year old class with 10 students the children were performing complex rhythms and doing rhythmic dictation by the end of the week. The adults were active in participating as well. The adults were comprised of parents and teacher trainees; I often had 20 adults per classes taking notes, playing games with the children and applauding the accomplishments. In such a positive, supportive environment children were happy to learn and took pride in their accomplishments.

The equation for learning: smart  + loving + creative =  a stimulating environment

These qualities were evident all week, thus breeding success.  Our hope as a faculty is that more families will join us in our mission.  We will return next year ready to give all we have to offer , sharing music in a loving, nurturing environment.

Creative Teaching- Unleash the Right Hemisphere and Sprinkle it with Love

It’s that time of year again. I pack up my classroom at school, say good bye to the students I’ve had and will mostly continue to teach in September, and then clean, clean, clean. But as I clean. the creative juices flow as I mentally prepare for my institute teaching. As I go through the shelves in the classroom I stash away favorite games, look in books for fresh ideas and brainstorm just what I can do to bring a new twist to my teaching. Please oh please, I pray, let the right side of my brain go wild!

I took an art class a couple years ago about drawing on the right side of the brain. The premise was to unleash the right side of the brain thus changing the perspective of the way one looks at objects. Since I have no artistic ability the learning curve was impressive. But more over, I remember my brain actually hurting after each exercise. That’s what I try to emulate now.

As I am packing I am thinking these things:

1. What manipulatives can I add to my bag of tricks?

2. How can I incorporate them into games?

3. How can I teach the most information in the shortest amount of time?

4. How can I make the students laugh and have fun?

I know that the last of these is the most important. I always have to remind myself of this.
Think, “more than music”, I tell myself. I think of my colleagues preparing as well. Are they feeling the trepidation and exhilaration as I am at the moment? Are they plotting how they can be the best teacher possible too? Of that I am sure.

And what about the students? I remember getting my children ready for the week ahead. Packing their clothes, practicing much more the week prior to secure their performance pieces, getting their hair cut, wondering who their teachers would be and would they love my children. One of my children’s highlights in getting ready was shopping for snacks. Although the cafeteria provided enough calories to gain ten pounds in a week, we packed bags of snacks for the dorm. During the shop, all rules went out the window. We packed soda, chips, candy and the biggest of all treats, sweet cereal which was absolutely forbidden in our home. God bless the teachers who had my kids at the end of the week. They acceptingly and lovingly taught sleep deprived children on a sugar high. What great memories!

My goal is just that. To create great memories for my students next week. How will I attain that? The answer is yet to be discovered. I will pack my bag of tricks, begin to assemble new games and remember to look my students in the eyes with the biggest smile and the most love I can offer. I will remember to see them as small children who are looking to learn, trying to be their best and willing to share their love……..just like their teacher.