Time and Practice

I just watched a TED talk by Abha Dawesar, “Life in the digital now.”

Here is the link: http://www.ted.com/talks/abha_dawesar_life_in_the_digital_now.html

She had some very interesting things to say about time, and I quote:

“Our story, therefore, needs two dimensions of time: a long arc of time that is our lifespan,and the time frame of direct experience that is the moment. Now the self that experiences directly can only exist in the moment, but the one that narrates needs several moments, a whole sequence of them, and that’s why our full sense of self needs both immersive experience and the flow of time. Now, the flow of time is embedded in everything, in the erosion of a grain of sand, in the budding of a little bud into a rose. Without it, we would have no music…

…You and I know exactly what it means like to be truly present in a moment. It might have happened while we were playing an instrument, or looking into the eyes of someone we’ve known for a very long time. At such moments, our selves are complete. The self that lives in the long narrative arc and the self that experiences the moment become one. The present encapsulates the past and a promise for the future. The present joins a flow of time from before and after.”

The idea of existing at a point where the long narrative intersects the present moment spoke to me.

As a musician, I put in long hours of practice, building the skill to be able to communicate through the sound I create with my instrument. Yet when I perform, I exist in that moment only – when the performance is over, the music has vanished. You can’t step back and say, “Look at what I just played!” It is not there anymore. Yet without the long story of daily practice, it would not be possible  to have that performance.

So, to use Dawesar’s analogy,  the practice is the long narrative arc, the performance is the moment, and when the two intersect, that is where art is created.

This makes me feel like practicing.

The Million Dollar Lesson By Ed Kreitman

The million dollar lesson is designed to help young students learn what is and is not  appropriate lesson behaviour.  In my experience teaching, I have found that most young  children eventually decide to “test the water” of lesson behaviour to see exactly what they can get away with.  When this happens, the parent and teacher have the opportunity to teach the child that it is alright to manipulate the lesson, wasting everyone’s valuable time, and the parent’s money, or we can teach the child that inappropriate lesson behaviour is unacceptable.

First let’s define inappropriate lesson behaviour. Hiding under a desk, in the corner or under the piano is inappropriate lesson behaviour. Clinging to mother’s skirt with a thumb stuck in the mouth is inappropriate lesson behaviour. Acting bratty, and refusing to cooperate with the teacher is inappropriate lesson behaviour. Having an all out temper tantrum in the middle of the studio because you don’t want to play Lightly Row is inappropriate lesson behaviour.If we allow this type of activity to go on in our studios, the child will learn that he or  she is able to control the lesson. I have had several who whined for 25 minutes until the next student showed up, then threw a temper tantrum because it was time to go and they     couldn’t have a lesson. This type of thing never happens in my studio anymore. Years ago, I learned from my mentor, Jeanne Luedke,  that we need to address this situation even before it happens. With every new parent that enters my studio, part of the parent education is to discuss exactly how we will handle any situation dealing with appropriate lesson behaviour. Our goal is to train the child quickly and easily to have a productive lesson. I tell the parent that eventually, the child will come to the lesson and be tired, or fussy, or just decide  that today is the day to test the perimeters of my patience, and pull something that is inappropriate. When that happens, the parent and I have a plan. First the parent is asked to take the child outside of the studio and have a talk. See if perhaps they need a drink, bathroom break, or whatever, to try to get it together. If this does not work, we agree that the parent will remove the child from the studio immediately, with no discussion. I usually say something like, “looks like today is the day” with a smile. The effectiveness of this lesson is lost if there is discussion or delay. The child needs to experience that hiding under the desk this minute produces the result of being in the car on the way home the next minute. The important part about having this plan set up in advance with the parent is that there is no anger on the part of the teacher, and no embarrassment on the part of the parent. We are simply going through the motions together of a necessary routine which will bring about a very positive change in the child’s behaviour.

I would say that almost every child I have taught has had the million dollar lesson once.     A few have had it twice, and if a child needs to have it a third time. I usually suggest to the parent that the child is not quite ready for formal instruction, and perhaps a break period of 3 to 6 months might be advised.

Incidentally, I call this the million dollar lesson, because one time as the mother was taking her screaming child out the door, she asked over her shoulder if there would be a makeup, or a refund for the lesson. Without thinking, I replied, “Oh no, you are definitely getting your money’s worth this week. This is the MILLION DOLLAR LESSON.”    

And you know what? That girl played Bruch Violin Concerto on the solo recital last Sunday.

http://ottawasuzukistrings.ca/millliondollarlesson