Consider this post to be a rant if you like. I’ve noticed lately that a lot of my music students have switched off their thinking caps, preferring to have information spoon-fed to them. Quite frankly I dislike doing this, unless they are incapable of understanding what I teach. I find this problem more pressing with older children; younger children tend to be more inquisitive and ask questions. The older a child gets, the quieter they become (at least it seems that way to me).
I think part of the blame lies with the dreadful education system we have in this country, where school children tend to be spoon-fed mostly everything, and there is very little room for motivating them to think, question, argue, etc. I find this spilling out when I teach music theory especially. They remain very passive, occasionally giving me a slight nod of their heads (just to prove they are still awake) and hardly ever ask questions. I’ve always told them (especially more advanced students from Grade 6 and above) to arm themselves with a notebook to take down notes when I’m talking (because if it’s not important, why am I bothering to say it to you?) Most of them reluctantly do it, more to please me than to benefit themselves. If they had their way, they’d rather just sit there and listen to me yak as if I were just telling them fairy tales.
I see this when they do their music theory assignments. They think for as little as they can, and then come up with an answer. That’s it, they won’t ask themselves something like, “OK, I’ve said the answer is this. Do the other factors in the question make this answer to be correct?” I’ve told them over and over to do this, but it just falls on deaf ears. Moreover, when I nag them to check, they perceive this to be another chore. And then they wonder what went wrong when the music theory exam results arrive.
Albert Einstein said, “Small is the number of people who see with their eyes and think with their minds.” Here’s another great one from him: “I think and think for months and years. Ninety-nine times, the conclusion is false. The hundredth time I am right.”
To my students—God has endowed each and every one of us with a wonderful organ called the brain. Use it, and use it wisely and profusely!
Tags: brain, exams, music theory, students, thinking
…huh? what? Music theory?….right…I’m still awake. Sorry, I had a lot of trouble being motivated to do theory assignments back in the day. I wanted to play, not do theory.
What you’re referring to (I think) is critical thinking. The practice of questioning and challenging what is “known” until you reach a point of true understanding.
What drives the mental laziness you describe? In part, its driven by our own goal-oriented culture. It starts in the business world, where what matters most is “the bottom line” and not how you reached it, whether you’re doing a good job; creating a good service or product, etc. This then carries over into the other areas of life. Kids are no different; they’re looking for the shortcuts that will get them to that bottom line — the results or the goal.
What we’re missing is that it’s more about the journey, rather than the destination. It’s not being able to say “I played the piano,” but rather “I am playing the piano.”
If your students are like most American students, the amount of thinking they are willing to do is equal to the level of interest they have in the subject; i.e. if their parents are forcing them to take piano lessons or if they are doing it only to please parents, they will give minimal effort. Strong desire and interest are the necessary ingredients that produce willingness to put forth the thinking and effort to be successful.
This is interesting. I think it’s all of the above and more. They might not be able to relate why they have to learn whatever they are suppose to learn. Sometimes, kids being kids (unless they are very much into the subject) cannot see the big picture. They only possess little parts of the puzzle and therefore, cannot connect it well. And since they cannot connect it, they don’t want to know more and will not bother to question further to find the answer.
Also, their brains are still developing as they are maturing and I believe that different parts of the brain mature at different rates. So, it can be that their thinking is not as developed as we expect it to be. Adolescence are known to make immature decisions, that’s why they are not considered adults until they reach 21.
Most importantly, we should not give up on them. Learning is a process, they may not understand certain things now but they will in due time. The role of the educator is always challenging but a good educator is able to bring out the best in them.
Michelle, I’m afraid I have to disagree with you somewhat. I feel that the mindset of our children has suffered for the past 20 years or so, and I believe the educational system has something to do with it. Students are just made to absorb and regurgitate facts, and hardly anything else. And all that awful homework stuff, and the notion that tuition will work wonders for them…ugh it makes me really sick.
I’m not advocating the fact that I’m brilliant or anything close to that, but during my time I enjoyed working on jigsaw puzzles, reading “real” books, physical exercise, etc. And the teachers and the education system then really prompted us students to use our heads.
I believe that is why a lot of students and teachers raised a ruckus when the ABRSM changed the entire theory syllabus to a new format in the early 90s. The new syllabus was not a “study and regurgitate” exam format like the old one, which I took (and found it dull and dreadful) It’s even more challenging when you cross over the Grade 5 theory threshold to Grade 6 and beyond. I love the new format because it does require an amount of thinking and common sense on the student’s part…I suppose that’s why some students and teachers dislike it.
I’m not giving up on my students yet…in fact I won’t give up on them at all, but I have to prod them along and stand my ground, even if I’m branded to be strict. Thinking is an ever-continuing process, and it needs to be nurtured and developed when we’re still young, to prepare us for the challenging years ahead.
Wow…what a ‘hot’ topic! It’s true… strong desire and interest in any subject make learning/teaching easier. I have two boys (age 12 and 8). They started learning piano at the age of four. The older one (with little interest) has to be ‘pushed’ in order for him to stay ‘motivated’. The little one ‘loves’ playing the piano and music theory is one of his favorite subjects, so he is catching up with his big brother really quick.
Yes, it’s about the learning journey that kids experience. My elder son didn’t get the proper training and attention when he started learning piano. As a result, his attitude toward learning music seems a little laid-back. Now, I have to do whatever it takes to keep his interest in music going; learning together with him! We really enjoy what we’ve learned so far.