Often parents are complaining that their children don't have time to practice piano. Where does the time go?
It's not that you don't have time to practice the piano, it's that you think there are more important things to do, so practicing the piano takes a back seat.
Where does the time for practicing come from is not only a question of time allocation, but also a question of values.
The goal of learning the piano is to enable the child to use the piano as a tool to experience the classics of music and culture, not to play a few ditties to show off.
According to this basic value positioning, the piano learning needs to guide the child to learn to learn, so that in the future they can leave the teacher to continue to independently complete the musical journey of their own mind.
Our school education emphasizes the “grade point average”. This “average score first” educational ecology makes teachers set the starting point of all educational behaviors at the 10-20% of students who are less capable of learning, and they must make them score 90 points or more in order to have a high “average score”. The limits of improvement for good students are too small to be of concern.
Therefore, the good students are delayed, from learning initiative, creativity to synthesis, have not been completely and systematically developed.
The main reason why today's school curriculum is overwhelming us is that we are overly concerned with the difference between a 95 and a 98. I promise you, if you do fewer problems and practice more, your child's grades will never “collapse”.
What is more important than doing a few more problems is to develop the child's ability, willingness and method of learning. These things are difficult to cultivate in school and can only be studied by parents.
The lack of time to practice the piano may just be that you consider those challenging learning elements to be mere add-ons to the extracurricular activities that are optional.
Where does time for practicing come from? From your values.
