October 2002
Octavian decided to take classical guitar lessons two years ago. After some fumbling around with Suzuki tapes and lesson books, a month’s instruction with a local musician, and a time of frustration, he embarked upon a wonderful journey of discovery with classical music and music theory through William and Mary’s music department.
Octavian began taking private lessons at the college in the fall of 2001 with Tim Olbrych. From the very beginning, Octavian was expected to learn music theory. He was taught to sing the notes to the songs he played, memorizing each note’s location and sound. He was required to practice for a half an hour at first, gradually increasing his practice time to an hour, then during the summer session, three and a half hours.
Not only was daily practice a requirement, but so was attendance at local classical guitar concerts. Mr. Olbrych made his students aware of the concerts available each semester and even provided a sign-in sheet at some concerts for students’ proof of attendance. These concerts immediately provided Octavian with a frame of reference for his daily practice sessions and fueled his desire to improve. He often flushed with excitement at the sight of a musician executing a technique with which he was familiar. He discussed his impressions of the musicians with his instructor and enjoyed talking about all the little mistakes he noticed.
Not long after Octavian’s first semester at Ewell Hall, Antony began to feel discontented with his abilities as a musician. After five years of piano lessons, he still couldn’t read music.
Antony could play Moonlight Sonata with great feeling and sensitivity. He won superiors each year at the Federation of Music Club’s Junior Festival, yet he couldn’t sight read without great struggle. And now, his older brother was learning to read music after only one semester of instruction.
Within a year, Antony set his mind to learning to read music. He wanted to ask his teacher to help him with his new goal and he and I discussed various ways that he could approach her with his request. He seemed quite intent upon revamping his relationship with the piano. Would his teacher be able to help him?
I love his teacher for the years of caring and tenderness she gave Antony. He began piano lessons a sensitive child searching for an area of expertise that would separate him from his older brother. She nurtured his musicality. She showered him with praise and kindness.
But, now Antony needed something different and knew instinctively that he needed to find it elsewhere. Very clear about his goals for his music, he was willing to drop a five-year relationship in order to pursue his dream. I reluctantly considered his need for a new teacher, capitulating to Antony’s assertion that he would rather quit the piano than play it “halfway.”
So, we began a search for a new piano teacher. A referral put us in touch with a woman who fit his needs perfectly. A Julliard graduate and concert pianist, she spoke with me on the phone in May and agreed to put Antony on her waiting list.
She warned us that the process of learning to sight read could be VERY PAINFUL for a child with a well-developed ear. She understood that Antony had been instinctively playing by ear for years so well that most people could not tell that he wasn’t reading the music in front of him. She knew that going back to ground zero would be a step down from Moonlight Sonata and she warned him about the possibility of feelings of frustration.
Antony began lessons with Terry Falk this September. She requires students to work in her music theory computer lab for 45 minutes each week in addition to their regular lesson. Also required are group performance sessions and group theory lessons preparing students for a music theory exam to be taken in May.
Far from frustrated, Antony is empowered by his teacher’s insistence that he learn music theory, actually read EVERY NOTE, and count each piece each time he plays rather than playing from memory. Antony eagerly plays an hour of practice daily, memorizing his weekly required pieces, delighting in his newfound skills. He is certain that, under her tutelage, he will develop into an accomplished musician. He is sure of her guidance and runs toward her professional firmness with the eagerness of the protégé.
Note: For more information about choosing your gifted child’s music teacher, read my articles. Go to Articles and Lectures. Click on "Articles" and scroll down to Performing Arts. The articles are stored as a PDF file for you to access and print with your own computer.
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