Relationship between student and teacher
The relationship between piano student and piano teacher is built on trust. While method books guide students through new concepts and increasingly harder music, students mainly rely on their teachers to build their sense of musicality. This sense of musicality includes sense of timing, rhythm and pitch. More simply put, method books don’t have “answer keys”. Therefore students must trust their teachers in order to develop their musicality.
Furthermore, piano teachers are responsible for figuring what the next step is. In a perfect world, one method book would suffice in teaching a student. However, like clothes, piano lessons are not a one size fit all. Some students are more technically gifted, with underdeveloped ears. Some students pick up note reading quickly, but can not improvise naturally. The scenarios and situations are endless. It is the teacher’s job to find the route that can help the student progress. After all, music is about progress, not perfection.
When I was taking piano lessons as a child, I recall feeling frustrated at my teacher’s corrections. I remember rejecting her teachings as irrelevant or not important. I remember asking why certain things had to be one way. I remember feeling frustrated at the repetition of difficult passages. Ultimately, I was questioning my trust in my piano teacher’s method. This mistrust was damaging in my progress as a pianist.
Throughout my journey as a pianist, I began to appreciate my teacher’s efforts more and more. What seemed irrelevant back then now seems obviously important. Some of the lessons were about music; for example, how rhythm is integral to a solid performance. Some of the lessons were about life; it is important to not give up after the first few tries. The mistrust I felt hindered my progress, when my teacher had my interests in mind.
Now as a teacher, I ask for trust from my students. I promise, with all my heart, that I will never ask my students to do something that I believe is unnecessary. I will not ask my students to play music that I find irrelevant to their progress. I will not push my students to practice in a while that is inefficient. My goal is to build creative spirits, with a solid knowledge in musical grammar. Trust me, so we can work together.