From the President’s Desk: Millie Eben, President

Notes from the teacher’s desk…

Have you every paused to consider how many times in a day we, as teachers, reinvent ourselves? Each time the studio door opens, we are presented with a new challenge in that smiling, young face full of hope, enthusiasm, expectation and energy. We compose, improvise, extemporize, invent, concoct; we dance, sing–do whatever is necessary to affect and inspire the young mind that just walked into our lives.

I think this is why I enjoy teaching so much–every minute is an adventure. Our young charges are so unpredictable that I can’t rely on what I learned about them yesterday, as they’re already off exploring a new universe the second they leave the bench! However, even I will admit that it is becoming more of a challenge to teach today’s students, as many of today’s kids seem to be “wired” differently than kids from even a decade ago. They can be unfocused, fidgety, uncomfortable with silence; they lack patience, require instant gratification, don’t take critiques well. Many have been labeled ADD, or ADHD…but are they really?

In the book “Right-Brained Children in a Left-Brained World” by Jeffrey Freed and Laurie Parsons, the authors offer this explanation:

“If you want the short course on why children think differently today, sit down with your child and spend a few minutes watching Sesame Street or MTV. See how you respond to the dizzyingly rapid-fire images on Super Bowl commercials. Watch how your child sits, transfixed, processing an almost impossible amount of visual information. If that weren’t enough, technology has brought us even more ADD-like options for TV viewing: picture-within-a-picture and split frame features, and the omnipresent remote control. In the words of Drs. Hallowell and Ratey, in Driven to Distraction, ‘Remote control switch in hand, we switch from station to station taking in dozens of programs at once, catching a line here, an image there, getting the gist of the show in a millisecond, getting bored with it in a full second, blipping on to the next show, the next bit of stimulation, the next quick pick…’ This visual chaos can’t help but change the way we think.”

Teaching one-on-one as many of us do allows us the luxury of identifying and dealing with our students’ learning issues more directly than our classroom counterparts. What our public school music teachers achieve in the current educational climate is miraculous by any standard. For all of us, it is an extraordinary and humbling responsibility–and a privilege–to help a child reach his full potential as a musician and as a human being.

As independent teachers, we have the unique opportunity of being the only music teacher a child sees from ages four or five through young adulthood. A rather daunting responsibility! The verdict remains out on whether it really is a healthy relationship.

Personally, it became most apparent this past year as I said goodbye to my three seniors, one having studied with me for ten years. I came to know Lauren’s family so well that Grandpa would give me a hug and kiss at the close of our annual recitals. I experienced her musical theatre triumphs, passing her driver’s test, selecting a summer music camp, exploring college options, meeting the boyfriend, preparing for our senior recital. And finally this summer–after much resistance–she finally spent some time studying with another teacher in preparation for her first year at college. It was as hard for her to let go as it was for me. But it was important for her to do this…important to experience a new approach, a different technical focus, and for her own self-confidence.

I have always encouraged my students to study with other teachers when they reach a level of musical self-sufficiency. Perhaps it’s because my own parents did the same for me. I had no less than five teachers in my childhood, all taking me to a new level and in a new direction; all providing different opportunities and experiences. At the time, I didn’t appreciate it, of course…I’d just get comfortable one place and I’d be carted off to a new teacher I’d have to break in!

I understand now, of course…each had his or her own strengths and I think I managed to absorb a little of everything. Dad made sure I learned my theory, functional skills, and could play by ear. He couldn’t read a note but was the first person to teach me about the Circle of Fifths on the accordian…’purely mathematical!,’ he’d say. Mom made sure I knew Bach, Beethoven and my scales, being a classically trained soprano. Grandma made sure I could improvise the way she did encouraging me to become a church organist because ‘I’d always have a job!’ Although, I never did achieve her skill level; she played for silent pictures in Philadelphia in addition to holding down several church jobs and teaching a few students.

What I observed in my family—and all my teachers—was that music was an integral part of life and every musical experience was to be cherished. If I manage to instill a fraction of their spirit in my own students, I will have succeeded.

The important thing is not so much that every child should be taught

as that every child should be given

the wish to learn.

–Sir John Lubbock

Please accept this invitation…

…to attend our annual conference November 2nd and 3rd at Westminster College, New Wilmington PA. Westminster is a beautiful, tree-lined campus sitting alongside Brittain Lake. An idyllic, picture-perfect setting for a weekend of personal and professional renewal. Anita Renfroe has organized some outstanding events for you. Complete information appears elsewhere in this newsletter as well as on the PMTA website.

Hope to see you there!