Practice Makes Perfect....Or Does It?

by Rebecca Closson, Director of our music school, Pulling Strings Academy.

I often ask my students the question, “Why do we practice?” Without hesitation, the overwhelming response is “Because I want to get better!” I appreciate the desire in each of my students to achieve bigger and better things through their private lessons and hard work, but I want to challenge the idea about what purpose practice is actually meant to serve.

Violinist, Suzuki teacher trainer, author, and psychotherapist Edmund Sprunger once shared with my Suzuki training class that practice does not make perfect, but rather “practice makes EASY!” It was a revelation not only in my teaching, but in my own study of the violin. I was often discouraged when my time spent practicing only seemed to yield more frustration than resolution. My fingers could fly through difficult passages one day only to stumble in frustration the next. I couldn’t see past all of the things that I was unable to do and perfection seemed to be a dangling carrot that kept me running toward a goal that I was sure I would never reach.

Once I refocused my practice on one challenge at a time, problem-solving what I needed to do to make that challenge easier, and repeating the solution until I was able to perform the task successfully more times than I had performed it unsuccessfully, I had discovered a formula for success. Figuring out how to break down your practice into small, attainable challenges instead of tackling one large overwhelming expectation of perfection is a huge advantage for any student. Practicing then becomes centered on positive activities like creative thinking, linking together ideas, and application of previously attained skills.

A young student may rely more heavily on the teacher, parent or practice helper to guide them through the process of successful problem-solving practice, but beware helpers – there are challenges for you too! When practicing, make a special effort to focus on just one task at a time and let the others wait. If a student is working on a difficult passage for the left hand, allow the student to finish successfully before bringing to his or her attention the need to address an issue with the right hand. Also, finding a solution to a practice challenge may be the first step to success, but repetition and time spent is a necessary second, third and fourth step! Long term positive results can only be achieved through consistent time practicing the instrument more so than the sheer amount of time spent practicing the instrument. You cannot cram for a lesson like you would for a test. The skills that you are working on outside of the lesson each week are building blocks that need to have the strength to support new skills.

Most importantly, teachers do not expect practice helpers and parents to be perfect either! Weekly lessons are really special practice opportunities that give you and your student a chance to hone your problem solving skills with an expert advisor. You are working with the student an overwhelming proportion of the time each week and your instructor relies on you to present concerns or frustrations from the student perspective. The only true way to disappoint your teacher is to not have tried at all. Music works best in community and there is no better way to encourage success than to do the heavy lifting together!