One
of my piano pedagogy teachers at BYU was quite adamant that if a
teacher does not consciously decide how to teach each concept in a
clearly thought-out way, she is just going to end up teaching it the
way she was taught it when she was young.
This
is a problem in my field because many musical and pianistic concepts
have historically been taught poorly to children, either
incompletely, or in a way that is difficult for children to grasp.
As
I have considered this problem — the tendency for us to teach
the way we were taught — I have found inspiration to be more
aware of how I teach things by using the principle of Curricular
Goals.
School
teachers who are any good at all always use curricular goals.
Their entire year’s curriculum is based on what they wish their
students to know at the end of the year. Perhaps they want them to be
able to do well on the state tests. Perhaps they want their students
to know how to used the scientific method, or have their times tables
memorized.
Whatever
the end goals, a wise teacher spends her precious instruction time
teaching to those goals.
As
a piano teacher, I have in mind goals of what I wish my students to
be able to know and do by the time they leave lessons with me,
usually as an older teenager. My teaching methods to my 6-year-old
students have in mind what I hope they can do when they are 10, 14,
and 18 years old.
Without
the ultimate curricular goals in mind, piano lessons would have
little direction. So, so many piano teachers do not teach their
students scales and arpeggios. Why? It is generally because the
teachers do not see the point of them, and students don’t
really like them. So why bother?
The
truth is, their usefulness is not apparent until a student is about
high school age. It is at this stage that the piano repertoire
becomes much more challenging and it is nearly impossible to learn
well without sound knowledge of scales and arpeggios. However, if
they don’t already know them by then, it is too late, and they
will never have the facility at them they could have had if they had
learned them when they were young.
Parenting
is a lot like piano teaching, in that the ultimate curricular goals
are a long way off, and skills and preparation for meeting them have
to be started years earlier than they will ever bear fruit.
Although
my parents were good parents, there are many ways I would like to
parent differently than they did. In this endeavor, it helps me to
think through what my curricular goals are as a parent.
What
do I want my children do know before they leave home as young adults?
What is the most important skill or knowledge I want them to
have?
Personally,
my Ultimate Curricular Goals in parenting are these two:
Work
myself out of a job. In other words, raise children self-sufficient
enough to leave home and support themselves in every way.
Do
all that I can to give them the opportunity to gain their own
testimony of the gospel of Jesus Christ. I know I cannot make sure
they gain one; that is between them and the Lord. But, I can do my
best to give them the experiences that will help them.
There
are many worthy goals parents have for their children — living
a healthy lifestyle, learning the principle of choice and
consequence, learning to work, and so on.
However,
how often do we parents keep these goals in mind in the humdrum of
day-to-day?
The
way I treat my children when they are acting silly instead of doing
their chores, or when they are running late to school, or when I
catch them bullying a younger sibling, will either contribute toward
my goal of raising Christian children, or it will detract from this
goal.
Teachers
know they must plan every day and every lesson if they are to reach
their year-end curricular goals. So must we parents monitor every
interaction with our children, every word we say to them, every
example we set.
Of
course we will not be perfect every time. That is the way time is on
our side when our goals are years in the making — little blips
can be overcome if most experiences support the goals.
A
mislearned fingering in a C# minor arpeggio today can be fixed the
next time we practice that scale.
However,
if that fingering is never fixed, then Beethoven’s great
Moolight Sonata will never be mastered. And that would be a
pity, since it is one of the most beautiful piano pieces in the
world.
Likewise,
politeness, work ethic, responsibility, testimony, and the whole host
of attributes that makes a happy LDS adult grows in our children a
little bit at a time, day by day, depending on what we teach them.
Let’s
teach them on purpose, and not just because that’s how we were
taught.
Emily
Jorgensen received her bachelor's degree in piano performance from
Brigham Young University. She earned her master's degree in
elementary music education, also at BYU. She holds a Kodaly
certificate in choral education, as well as permanent certification
in piano from Music Teacher’s National Association.
She
has taught piano, solfege, and children’s music classes for 17
years in her own studio. She has also taught group piano classes at
BYU.
She
is an active adjudicator throughout the Wasatch Front and has served
in local, regional, and state positions Utah Music Teachers'
Association, as well as the Inspirations arts contest chair at
Freedom Academy.
She
gets a lot of her inspiration for her column by parenting her own
rambunctious four children, aged from “in diapers” to
“into Harry Potter.” She is still married to her high
school sweetheart and serves in her ward’s Primary.