Music and Musical Ability

Encyclopedia of Childhood and Adolescence, Apr 06, 2001

Although children receive varying amounts of music instruction in school, private study of a musical instrument produces a proficiency in and understanding of music beyond what can be provided in a classroom setting. Private music lessons also encourage confidence, self-discipline, an ability to use time efficiently, and the development of both intellectual and motor skills. Private instruction also protects a child from the bad habits that can develop when people attempt to play instruments on their own without the benefit of close individual supervision. Bad playing habits, especially those developed over extended periods of time, can significantly delay progress on an instrument once private lessons are started. Depending on the instrument and teaching method, young people begin private music lessons at any point from the age of three through high school. Research has shown that the method of instruction is less important than the student's attitude and level of commitment, the relationship between the teacher and the student, and the degree of parental commitment and support.

Children can begin studying most instruments while they are in elementary school but should not start voice lessons until adolescence (age 12-14 for girls, 15-17 for boys). Because of individual differences in rates of physical and mental maturation, it is impossible to specify exact ages at which all children should begin study. However, some general guidelines are possible. Piano, violin, and recorder can be begun at the youngest ages, although quarter-size or half-size violins are needed for young children. With the Suzuki method of instruction, discussed above, children begin instrumental study at earlier ages than with other methods. It is possible for Suzuki instruction to begin as early as three or four years of age because of several distinctive features: students begin playing by ear before developing the ability to read notes; parents participate in lessons and practice sessions; and students do much of their playing in groups. Because most other types of instruction rely on playing from music right away, children cannot begin lessons until they are old enough to start reading music, usually around the same time they are beginning to read and write in school.

Conventional lessons on piano and violin (using a quarter-size instrument) can generally be begun at the age of six or seven. A child can begin playing a half-size cello as early as seven years of age. The study of woodwind and brass instruments (flute, clarinet, piccolo, oboe, bassoon, trumpet), which makes demands on a child's still-developing lung capacity, begins somewhat later, usually around the ages of 10 or 11, with trombone and French horn study generally beginning around the age of 13. Acoustic guitar lessons can be begun at the age of eight or nine; electric guitar, harp and viola at 11 or 12; and double-bass at about 13. To find a teacher, parents should ask for referrals from other parents whose children are taking lessons and/or from local musicians, including the music teacher at their child's school. A qualified teacher should have a degree in music. Membership in professional organizations is another possible criteria in looking for a qualified teacher. However, as many as 73% of music instructors, including many fine teachers, do not belong to such groups. The teacher should be willing to discuss his or her teaching philosophy and methods with parents and establish a good rapport with the child.