Over the past couple of months I have been immersing myself in the whole issue of music practice. I don’t have all of the answers, but I have had a few lightbulb moments, the first of which is this: just do something!
Inevitably there are always some pupils who will practise regularly, either because they are self-motivated or simply obedient. At the other end of the scale, there are some who just do nothing. It might seem obvious, but this group just aren’t going to make progress at all – how could they? So without even thinking about how effective their practice time might be, I have started at the bottom with the simplest of targets – do something… anything! This approach has a process driven outcome. In other words, success can be measured just by doing it. One of the most difficult issues with practice is that we have to address our shortcomings on a moment by moment basis, which I am certain must be the single reason why most people don’t enjoy it that much. But if the target is just to show up, get the instrument out of the case and blow down it for ten minutes, it’s actually going to be quite difficult to fail.
With this in mind, we now have a sign in book in the Music Centre, and pupils are asked to sign in and out each time they come in to practise. The same rules apply as above; some are keen and sign in like clockwork, and others won’t, or forget, or don’t see why they should. A few, after six weeks of term, don’t even know that the book is there….!
Now I did say that I’ve been immersing myself in this…? Each week I go through the sign in book and add up how much practice each pupil has done! It’s not an exact science by any means, but over the course of six weeks it has given me an extremely good idea of the practice habits of every pupil in the school, and they know this – and so do their teachers.
It has been a very enlightening experiment, and there are two things in particular which have become very apparent. The first is this: it puts practice out there, in the public domain. It is no longer a mystery, with teachers and pupils playing weekly games trying to ascertain or cover up how much practice has or hasn’t been done. Remember, we’re not yet addressing the content – just time spent. But with this sort of transparency, practice in on agenda and there is a clear message that everyone should be doing something.
The second is that it is clear to all that a sizeable number of students are really putting in the hours each week – and it is equally clear to me that the ones who put in the hours are the ones who are making progress. And it is good for our younger or less experienced musicians to consider whether our music scholars are just talented, or whether their success might also be due to the fact that they spend lots of time practising.