Franny's music lessons - The Back Page - importance of music education

American Music Teacher, August-Sept, 2003 by Susan J. Avery

If you are a music teacher, and if you are lucky, you have a "Franny" in your studio. She is the student who started her music lessons at an early age and continues faithfully and happily. She may not have perfect lessons (Whatever they are!) every week. Occasionally she'll "forget" to practice a part of the assignment or dolefully explain, "This piece is not very good," before she plays it for me, but it is obvious she cares about her lessons. Franny makes funny noises and faces when she plays a passage that doesn't suit her. All smiles, she is eager to tell you about something that happened in school or about her frustrations of playing the bassoon in the middle school band. She has accompanied her middle school chorus, working on that song until her copy was smudged, wrinkled and torn. Franny has many other interests beyond music, but music is one of her favorites. She somehow seems to stand out pleasantly from several of the other students that flow through my teaching times.

I confess I get "charged" when Franny plays pieces technically and musically well. We correct mechanics like hand position, fingering creativity or mezzo pianos that are too loud. She and I discuss and try several versions of tempos a bit faster or phrases with more energy infused into their peaks. Then comes the really exciting part: I get out of Franny's way, and she experiments--for she is not to be a clone of me, but should discover her own preferred yet informed version. She eventually performs the piece and smiles with the satisfaction that comes with true accomplishment. Franny's success comes from her determination to "do things right" and in her willingness to take risks in pursuing an outlet for her young and changing emotions. It is that second point, a gift of self to the music, that I believe is extremely precious; a gift all too few are willing, or able, to give.

The infusion of self into the printed page of music is difficult for many music students. Human beings are expert, at every age, at hiding and denying feelings instead of discovering, capturing and using them positively. Daily headlines are filled with disasters resulting from misguided and pent-up emotions. Both criminals and victims are younger than ever. Communities feel powerless searching for causes and solutions. Children do not easily find guidance in discovering outlets for healthy methods of expressing what they're feeling. I believe adults must help children know that being successful and wholly human is more than a six-figure income. We must help children know that being human involves wealth in body, mind and spirit. Adults can't be afraid to demonstrate as well as encourage healthy emotions in our children. We must assist our future to understand and deal with negative emotions through an emotionally well-balanced life.

Through musical performance, and daily practice in preparation, positive feelings emerge that allow students like Franny to be human in a deeply profound way. Music encourages positive emotions that aren't easily found in most other activities of her young life. Although she and I don't often speak directly of the effect music has on her emotions, I think Franny understands; I doubt she could play her music as well as she does if she didn't. Franny recently wrote this poem, adorned with beautifully hand-decorated curlicues as a border, and proudly presented it to me at a lesson. It's framed and hanging next to my piano.

Ode to Piano

Expression. All expression. The piano shines to me like shoes to a dancer. Sacred, treasured.

At the press of a key, all worldly thoughts, hunger, stress, washed away like shells on a shore.

Determination. Playing the piano like you're determined. Like you want to go somewhere, running quickly, walking softly.

Relief. Relief by expression, determination. Relief by moving your fingers, reading black markings, by pressing a pedal.

I leave the piano with a sorrowed heart. Till next time, the shine dimming, as distance separates us.

Frankly, besides the focused half-hour lesson, I don't take time to think about Franny at other times of the week. Maybe I should. She, as well as the Bethanys, Henrys and Kelseys, returns my enthusiasm many times over as she discovers the power of music and renews my belief in it as well. In twenty-one years of teaching, I have seen students give themselves to music with rich and long-lasting results. I share this philosophy with parents, friends, administrators, school board members and anyone else who'll listen: Music is one of the few areas of a child's education that not only awakens thinking skills, but also demands physical prowess and encourages positive feelings and emotions. Being a healthy and complete human requires all three.

Some time ago I read, printed on the back of a student's T-shirt, this wise reflection: "In the end we will conserve only what we love; we will love only what we understand and we will understand only what we are taught." We--music educators--need support for our efforts to teach children to understand and use all that music has to offer to their minds, bodies and hearts. The positive experiences a student receives from music instruction in performing, creating and listening then responding to great works of music are considerable and an essential part of being alive.