A phrase (or concept) that comes up in various forms when talking to and about adult learners is that "life gets in the way". Looking at discourses around family in the data for my MA research highlighted a recurring theme around family and work responsibilities restricting how much learners could play, practise or participate in musical activities. Almost half of the teachers I surveyed also mentioned that adult learners' other commitments had an impact on their learning - whether it was time to practise, having to cancel/ reschedule lessons, or just having the 'head space' to concentrate on learning.
According to one study, the ideal teacher has “an understanding of the… responsibilities handled by adults, along with a steady insistence that students be challenged” (Roulston et al., 2015) This is definitely a challenge for teachers - judging how much to 'push' when there are other things going on in people's lives. It doesn't only apply to adult learners either. With children we're also balancing it up against other activities, school work, family circumstances, sometimes ongoing medical conditions. There's also working out how much of a priority music is for that individual person - the bigger a role it plays in their life, the more 'challenge' they're willing to take on to develop their skills.
But the level of challenge can be both under- and over-estimated, and another of our jobs as teachers is to help students be realistic about that. Existing research highlights adult learners’ high levels of intrinsic motivation (Lamont, 2011, Taylor, 2011) - learning because they want to - but also finds that many struggle with 'unrealistic expectations' and subsequent frustration with their progress. We need to find ways of showing that it is possible to make progress as an adult, but it's not always going to be easy. And there isn't a set 'path' - some people spend weeks trying to get a reasonably clear sound on a flute; others quickly find a nice tone, but take longer to find the right hand position for them to balance the instrument well. Some people easily settle into a pattern of practising every day (one of my adult students works from home and has quick 'flute breaks' throughout the day), whilst others find it harder to fit another activity into their lives. (This has got me wondering about how music learners - both adults and children - manage increasing practice time and what impact that has on their progress, but I think I'll leave that for a future post). So part of the challenge is finding time, and again, how much of a priority music is has an impact on that.
Now, I'm not being disparaging about those people for whom music isn't such a priority, or about different reasons for making it a priority - whether that's because they want to 'take it seriously', or because they really enjoy it, or because it's their 'me time' or their ten minutes of fun - I'm not going to judge the validity of anyone's reasons for playing music. My own journey of learning the clarinet - which has given me great insights into what it's like to be a beginner again - has brought up the issue of priorities for me too. I had set myself a challenge to do 100 sessions of clarinet practice in the last twenty weeks. It started well, I had a lovely chart where I coloured in boxes each time I practised, and for the first month or so I was on track. But then I got more students (always lovely - but slightly mystified by a sudden rush of enquiries in October!), I had some concerts to play in, I had the small matter of putting together a PhD proposal. The clarinet practice declined. And then I got a cold, and playing the clarinet with a cold is disgusting. I can cope with playing the flute with a cold, a cough, blocked ears - it's not fun but it's manageable (and I kind of have to sometimes, it's my job!). I don't have to play the clarinet though, so I didn't. I salute you reed players who manage to carry on when your head is all stuffed up. So I got out of the habit a bit. I've got back into it over the last few weeks, but there have been Christmas gigs and other festivities going on too. So I haven't done 100 practices - I can't actually tell you how many I have done as I have to admit I abandoned the chart (it was so colourful too!).
The thing is, when I picked it up again, I realised I do enjoy playing the clarinet. It's a different sound, feeling and range to the flute - ahh, lovely low notes - and it's a different challenge as I'm still learning the basics and building up stamina (which I lost rather a lot of and am having to gradually get back). I'm enjoying finding out about the similarities and the differences to flute playing. But it isn't top priority - musically, the flute will always be that for me. And when life gets busy, the things that aren't top priority will drop off for a while. I don't always do as much flute practice as I'd really like - there are only so many hours in the day after teaching, admin, research, writing etc - so I have to prioritise what needs to be done, such as pieces for upcoming concerts (and sometimes that's very concentrated practice on the 'tricky bits' in short bursts). So I understand where students are coming from if I get to their lesson and they tell me they've not done much practice this week - I really do. But I will suggest ways of making practice more effective, and remind them that really, five minutes a day IS better than nothing, and five minutes a day is also better than an hour once a week. Life does get in the way, sometimes completely, and that's - well, that's life! But if you enjoy playing your instrument (even if the idea of practising is sometimes... urgh), then it's absolutely fine, in fact it's very good for you, to prioritise those bits of time doing something you enjoy. I need to remind myself of that sometimes too!
Lamont, A. (2011). The beat goes on: music education, identity and lifelong learning. Music Education Research, 13(4), 369-388.
Roulston, K., Jutras, P., & Kim, S.J. (2015). Adult perspectives of learning musical instruments. International Journal of Music Education, 33(3), 325-335.
Taylor, A. (2011). Older amateur keyboard players learning for self-fulfilment. Psychology of Music, 39(3), 345-363.
Last week I wore a variety of hats - not in a metaphorical sense, but in a real one. There was the mortar board at my MA graduation - a lovely, if rather blustery day celebrating the end of the course and catching up with some of my fellow distance learning students/ survivors!
Then there were the Santa hats. (Yes, hats, plural - I have acquired quite a few of them, mainly for flute choir purposes, including some glittery ones and ones with flashing pompoms! So I thought I'd wear a variety of styles...). Firstly the end of term for the baby and toddler music classes I teach at Rhythm Time, where I (and the babies) dressed up in our festive best and had lots of fun with bells! Then at the weekend Sheffield Flute Choir had an outing to play at Weston Park Museum. Twelve (of our total membership of around thirty) flute players all in Christmassy head gear serenaded museum visitors - and the queue for Santa's Grotto - in the fabulous surroundings of the About Art Gallery.
Finally, I've been wearing a very cosy bobble hat, a Christmas present from a student last year - which has been much appreciated in the windy wintery weather as I go about between lessons!
In the midst of all this hat-wearing, I've been helping students out with pieces for Christmas concerts and handing out exam certificates (well done all of you for so much hard work this term!). It's the end of a year (almost) and graduation felt a bit like the end of an era but I'm so looking forward to what next year has to bring.
ps to read a fabulous blog from a lady who wears many (metaphorical) hats, plays the flute and is doing a really interesting PhD project, and who I had the pleasure of meeting at the SEMPRE study day earlier this year, pop over to https://diljeetbhachu.wordpress.com/about
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