What should parents consider before letting their children learn a second (or third!) instrument

I’ve had this conversation numerous times in the last few weeks. Students are looking at taking up a second or third instrument. Sometimes it’s at the suggestion of the parent, and sometimes it’s influence from other places. Regardless, there are a number of things to consider before adding in another instrument.

  1. What other activities is the student involved in? List them out, even on paper. Go through the schedule for each day to make sure you haven’t missed anything. List all Tutors, clubs, sports, after school or co curricular activities, music lessons and homework time. Include everything that happens on the weekends too, including family time or religious commitments. For each instrument, make sure to add 20-60min of practice time each day, depending on the student’s level and goals.
  2. How much time in a week does the student have to “just be a kid”? Companies are complaining that their employees lack the ability to think creatively and “out of the box”. One of those reasons is that those people who are just joining the workforce had less “unstructured” time as a child…. less time to develop imagination, less time to learn to entertain themselves, less time to “just be a kid”. These days, I recommend that my families make sure to schedule that time in too.
  3. Why do you want/need an additional instrument? If it is for university purposes, a second or third instrument doesn’t often help a student enter university, unless it is for a specific programme. Universities today are wanting well rounded students – a balance of sport, arts, academics and community service. If it is for a school ensemble, there can be huge benefits to that, if the student has balance in the rest of their life.
  4. Is the new instrument in the same instrument family as the instrument already being worked on? If so, the transition is easier as many skills just transfer over, for example, Violin to Cello.  If not, there will be a new set of skills to learn, as in the transition from Piano to Clarinet. The principles of western music are the same for any instrument. All instruments read the same notation, usually in either treble or bass clef.
  5. Will the student be continuing on the current instrument or switching to a new one? It is not a good idea for a student to “bounce” from instrument to instrument, except in certain circumstances. When they only learn the rudiments of an instrument before switching to another one, they do not become proficient at anything, and any skills learnt are quickly forgotten.

To sum up, it’s all about balance. If a student really wants to take up an additional instrument, they may need to give up another activity to maintain the balance in their life. This is a serious conversation that needs to be had with both parents and the students involved. Playing an instrument should never be the sole decision of either party, rather it is something that needs to be discussed and negotiated. The parent will need to support the student through the frustrations of learning an instrument, remind them (constantly) to practice and source out the appropriate ensemble or teacher. The student has to go through the physical discomfort that comes with learning an instrument, and all of the (potentially) boring practice time. If they don’t enjoy it, there will be many battles fought between parent and student.


Devices in the Classroom: A Rant

There’s been a lot of articles recently about devices in the classroom. Many of these articles are talking about how we need to ban devices because they distract students, that they are not working as advertised (higher test scores), or mention (even praise) the schools that have instituted bans on devices. Personally, I feel that there is a major flaw with a lot of the articles and research that has been done prior to implementing these policies. As an educator, these articles have raised several questions about the process that was (or was not) gone through. In those classrooms for students are not doing as well, (or where devices were banned) were those teachers taught how to teach with devices and screens available? Were those students taught how to learn with devices? Or as is the case in so many schools, were devices delivered with expectations for results up at the genius level without any of the extra training required?

Learning to read and retain information

Those people who are over a certain age learnt to read on paper, they learnt with only books, they learnt how to find information on pieces of paper. If however, a person had learnt only on a screen then they would have had a potentially different experience. The methodology of teaching somebody with a screen and the methodology of teaching somebody with a book will be slightly different. The strategies that are used will be different, the way the brain understands the information, looks and seeks information is different. So no one should be surprised when students who have been taught to read on paper end up getting lower test scores on screens (or vice versa!).

Professional Development of Teachers

Let’s talk for a moment about the professional development that a teacher requires in order to effectively teach something. Teachers today who have been teaching for more than five or six years probably did not learn how to teach using technology in their classrooms, they probably learnt how to teach with chalkboards and overhead projectors or document cameras. I know I was never taught to use technology in my lessons, and I completed my education degree in 2006! Most teacher’s first classroom may have had one desktop computer for teacher use and nothing for the students. Since that time, some teachers have received extensive professional development on how to use devices as part of effective teaching and many teachers have not.

If people find that students are getting distracted in the lessons and they’re going on their devices, is that because the teacher is teaching the same way that we were all taught in the 70s and 80s? I’ve done a lot of reading about devices in the classroom, I’ve taken several workshops on devices in the classroom, I’ve led workshops on devices in the classroom, and the one thing that I keep coming back to, which seems to be universal, is the fact that the teaching methods need to be different if people expect to have a class that succeeds with devices. When you have those different teaching methods the test scores will go up, and the student engagement will go up too.

It is interesting that people point to students getting distracted by their devices in class as a reason for banning them, but banning the device will not stop the distractions in class! When we were in school in the 70s and 80s (probably before that too!) we got distracted from the lessons – we would take naps, we would pass notes, we would daydream, we would doodle in our notebooks, textbooks, and even on the desks. We didn’t have the luxury of devices so we would have to stare out a window instead of staring at our Windows phone. So yes, it is easier for students these days to find something more interesting to do rather than pay attention to their lesson; however, research has been done to state that the lecture method is the least useful way of teaching students. “Chalk and Talk” is great for standardised testing and creating factory workers, but not so good for creativity, collaboration, or the critical thinking skills that we’re being told is so important to teach for our modern society.

People retain the least amount of information when it is given to them through lecture, so why do so many classrooms still use the lecture method? The answer is because it’s easier for the teacher, and that’s what the teacher was taught to do. It takes a lot more effort for a teacher to design activities that are hands-on, that will guide the students along the path from not having the knowledge to having the knowledge, in addition to understanding the knowledge and be able to apply it to other situations. That’s really hard work and it’s time-consuming.

Universities need to be on board with this too! They are some of the worst offenders for promoting traditional and occasionally archaic practices in education, yet they’re also the ones that are doing the research that states that we shouldn’t be doing the things that we’re doing. It’s a classic case of “Do as I say and not as I do”.

Just to be clear, I don’t think that kids should be on their screens all day every day. In fact, If teachers go through excellent professional development in regards to devices, they will discover that the more of it is about hands-on learning balanced with screen time than it is about putting the kids on the devices.

Distractions and Digital Morals

Things like cyberbullying are a valid concern, but before the screens we had bullying. Nothing has changed except the location of the bullying. It’s still being done on the sly, it’s still being done out of the way of teachers, and a lot of it happens outside the school grounds. Do we need a solution to this? Absolutely! Is banning the device going to help? No! Banning a device doesn’t teach the students how to be good digital citizens and how NOT to cyberbully. Just look at all the adults who post “trolling” comments on blogs, newspaper articles and Facebook posts. They didn’t grow up with devices, yet there are still many adults who should be labelled as a cyberbully.

Parents you need to start modelling how to use the device in a responsible way. You need to model that for text messages, for email, you need to model that for time usage as well. Your kids are watching you! Even when you think they’re not they’re picking up your bad habits telling them not to do something and then you go and do it, doesn’t work. Remember those anti-smoking campaigns in the 80s? Parents told their kids not to smoke and then went and lit up. A lot of those kids ended up smoking as teenagers. There are resources out there for you. Read the Screenwise book by Devorah Heitner, look at the resources that are available on Common Sense Media website, you can even look at your local public library or school district office to see if they have resources as well.

When I was in grade 4, I had a problem with reading. Not the kind of problem that most students have in North America with reading – I read very well! My issue was that I would read my novels instead of paying attention to the (boring) lessons. What ended up happening was that my books were taken away and locked in the teacher’s cupboard. It did not teach me to be a “responsible reader”, nor that there were good and bad times to be reading. Rather all it really taught me was that I needed to be much better about reading on the sly because otherwise, I was going to get caught and have my books taken away again!

Within the workforce, most people in most jobs are expected to be able to use technology. If we want the workers to be using it responsibly, we need to start teaching students to use it responsibly at an early age. I’m not saying that we should be teaching specific apps that students are going to use when they’re 20 and working at McDonald’s, but they do need to be taught organisational skills with an within a device, and they do need to be taught how to manage the distractions that device could give them.

So should we be banning devices? Absolutely not! Instead of banning the device why don’t we actually solve the problem instead of just dealing with the symptoms? If the problem Is that kids are not paying attention in school, the solutions are better professional development for teachers, curriculums that relate to the child’s world, and families that are “screenwise” (check out that book).

The key to solving the world’s problems in the past has often been education. Rather than banning a device, why don’t we educate ourselves about it and use it as it was meant to be used – as a tool. It’s not meant to replace everything, it is meant to make things easier. Just as we changed from quills to lead pencils and pens, just as we changed from slates to paper notebooks and binders, we are now adding screens and devices to our teaching and learning toolbox.

So what are my recommendations?

  1. Universities need to change how they teach things – especially to new teachers! They need to model what they have been researching. The research is showing that hands-on activities, problem-based learning, inquiry learning, all allow the students to learn more than in a traditional lecture method.
  2. We need devices in every classroom – maybe we can’t afford to be 1:1, but there needs to be a significant number (2:1 or 3:1) so that students are able to engage with the device and the contents that they are learning
  3. Parents need to get on board – yes this is something new, this is something different from when you were a kid. Every generation has been like this! Parents don’t know how to deal with the upcoming generation because they’re different from when they were kids. Educate yourself. Better yet, educate yourself all along with your child. Make sure that you are modelling good digital habits at home so that they can then model them at school. If you’re using your phone while your child is trying to talk to you and tell you about their day; why wouldn’t your child then turn around and use their phone in the classroom when their teachers are trying to teach them something?
  4. Administrators: start looking for excellent professional development which is going to teach your teachers how to re-think their lessons and how to re-imagine their curriculums in a more engaging, hands-on, device-friendly programme.
  5. Students: You need to start using some self-control. You have it for other things, use it for this too. Help each other out with that. You can also ask for help too. Maybe you want your teacher to have a basket at the front of the room that you can put your mobile device in on any day that you’re not supposed to have it in class. You could also come up with ideas on how you could responsibly use your device in the lesson and share those ideas with your teacher and the principal at your school.



How to choose a suitable instrument for your child

Recently, I’ve been having conversations with parents about choosing their child’s first or second instrument. Choosing a first instrument is a difficult task, and big responsibility. Some instruments are unsuitable for children due to the fact that the child is not physically developed enough to play it. Other instruments are unsuitable because of the space that you live in. There is also the interests of the child to take into account as well. As they are the ones actually doing the lessons and practicing, it’s only fair to see what their desires are.

A few steps before the instrument is chosen:

  1. Take your child to see 2-3 different live concerts, where they can see and hear the instruments being played.

  2. Have a few different discussions with your child on different days / weeks… What instruments are they interested in? Why do they like / not like the instrument? Is it the sound? Do they like the high pitch or low pitch instruments?

  3. Visit the store and take a look at the instruments. Some stores will let you try an instrument.

  4. If your child is interested in a woodwind or brass instrument, get a teacher who specialises in beginners to look at your child and see what instruments would physically suit them. For example, a child with severely crooked teeth will have more difficulty playing a brass instrument. A child with hyper extended fingers will have more difficulty playing a woodwind instrument. Please note that I’ve said “more difficulty” not “impossible” or “should not play”. If a child has a passion for that instrument, they can work hard and overcome the difficulties. I know of a boy who loved trombone and really wanted to play it. He had only 1 arm though, so that made it more difficult. He still pursued it and was a great high school player.

  5. If your child needs braces, have them put on a few weeks BEFORE they start learning to play their instrument. Once the braces are put on the child needs to “re-learn” how to play the instrument, as the muscles and teeth are in different spots. It is a very frustrating experience for a child who has already been playing for several months or years to have to go back to the beginning and start over.

  6. Choose an instrument that is the correct size for your child. For example, the average age for a child to start piano is 7 years old. This is because the hand is just large enough to begin training at that age. A child starting a woodwind or brass instrument is often 11 or 12 years old. Again, this has to do with the physical size of the instrument. Most of these instruments do not come in smaller sizes. A young child (less than 7 years old) could start off on a string instrument, as they make them in smaller sizes, suited to a young child’s stature.  Choosing the correct size of instrument to begin with will prevent painful injuries like carpal tunnel syndrome from developing later on.

  7. Finally, always make sure that your child is taught by a teacher who is well educated in the instrument they have chosen and the latest child friendly teaching methods for that instrument.


Ultimately, this needs to be your child’s decision, as they are the ones who have to put in the practice time. Beginning an instrument at age 6 or 7 years old is a great time to start that responsibility. This way, by the time they are approaching age 11 or 12 and might want to join the school beginning concert band, they are far enough along in their primary instrument, that adding an additional instrument could be considered.


Choosing a Good Instrumental Teacher

Once your child has requested to have music lessons, you are faced with the chore of finding a music teacher. A good instrumental teacher is often difficult to find. Although there are several qualities that you should look, for it’s not possible to give a checklist of exactly what makes a good teacher. This is because when people think of someone being a “good teacher” there is more than just professional knowledge involved. With all that being said, how do you choose a good teacher? There are several questions you need to ask as you go through the process of choosing a teacher.

Things to consider:
What is your goal for learning that instrument?
What kind of personality does the student have? What kind of personality does the teacher have?
How long has the teacher been teaching for?
What certificates or degrees does the teacher have? What professional development have they done?
What is the teacher’s philosophy on practicing?
What age group does the teacher specialise in?

When you are looking at learning an instrument, or having your child learn an instrument, what is the end goal that you have in mind? Does the child want to be a performer? Is the parent wanting them to get into a good university? Does the parent want the child to have a love of music throughout their adult life? The end goal is an important question, as it will determine how many minutes or hours the student will have to practice for. It will also determine how much sacrifice is needed to reach the goals. The answer to this question will also be important for choosing a teacher, as some teachers will push a student in a particular direction that may not be the same direction that the student or parent wants.

The personalities of the student and the teacher are very important. A student who gets on well with their teacher will work harder for them, and will also want to work for them. Practicing won’t be as much of a battle, and the student will have more respect for the teacher. Similarly, a teacher who gets on well with a student will be willing to go a little further to help them succeed. This may take the form of finding pieces of music that they know the student will enjoy or giving a few extra minutes at the end of a lesson to make sure the student understands the task set for them.

The length of time a teacher has been teaching for can have both positives and negatives associated with it. Someone who has just started teaching may make more mistakes as they are a beginner. However, new teachers often have knowledge of the latest teaching methods and teaching psychology to allow for the greatest successes with their students. A teacher who has been teaching for a number of years will be secure in what works and what doesn’t work for teaching methods. Unless they have been taking extra courses though, they may not be up on the latest teaching techniques and methods. One is not necessarily better or worse than the other, both are factors to take into account when making decisions.

Look at what certificates and degrees a teacher has. Just because they have a Masters of Music Performance, does not make them a great teacher. It means they are a great performer. Teaching and Performing are two very different careers and just because you can do one, does not mean you can do the other. So look at their degrees, look at the professional associations that they belong to, and see what professional development they have done to make their teaching better.

Ask the teacher about their teaching philosophy. Question them on what they feel is necessary, practicing, examinations, and what makes their lessons fun. Yes, Fun. It has been proven over and over again that people learn more and do better if they enjoy themselves while doing it. A child needs to have more “fun” built into their lessons than an adult does. For example, learning note names through a game is more fun than learning them through flashcards and rote memorisation. A child will have more patience when something is fun. Just look at how they will play the same level of a video game over and over until they pass it. By contrast, they won’t willingly put that much time into their memorisation of something for school. Not everything can be fun, but it is an important factor to consider.

Ask which age group the teacher prefers or specialises in. Some teachers do better with beginning students, and some do better with intermediate students. Some teachers do better with young children, and others prefer teenagers. This relates back to the teacher’s personality too. A teacher who has mostly teenage students may not be the best teacher for a beginning seven year old child.

Finally, don’t forget to check out the references. You may also request to sit in on some lessons of other children, so you can see how the teacher interacts with them.


Thoughts and Ramblings

The posts on this page reflect our thoughts of the moment, with the information we had available at the time.  It is possible for us to receive/discover new information and change our thoughts. We’ll probably leaving the original posting up, and then add a new posting or an addendum to the existing posting to reflect our new or revised thought process.