Reflecting on Pedagogical Approach: Avoiding Projection in Music Lessons

Piano teacher teaching a remote piano lesson on her computer that sits upon a digital piano. 
Photo Credit: Lindsay Hite

I was about to introduce a student to "When the Saints Go Marching In." As I did so, a wave of dread washed over me.

That song?

It had been a monumental hurdle in my own early musical development, nearly ending my burgeoning career at the age of eight.

I remembered the frustrating struggle with its rhythms and hand coordination. Assuming my student would face similar challenges, I launched into an overly detailed explanation of the pickup notes, rhythmic displacement, and pesky half notes– the works.

Then, my student simply looked up and said, "I've got this."

I paused, realizing I was projecting my past struggles onto them. I stepped back, and they played. Flawlessly.

They didn't need my pre-emptive explanations or my residual anxieties about the piece.

It was a stark realization. I had imposed my own experience onto a student whose path was entirely different.

As music educators, we often fall into this trap. We plan lessons based on our own experiences, preferences, and past students' actions assuming the current students will follow the same trajectory. We prescribe our favored methods forgetting that each student has unique learning styles and needs.

This incident taught me a valuable lesson: truly listen to your students. Observe their cues. Adapt your teaching to their individual needs, not your preconceived notions.

Can you guess my approach the next time I taught "When the Saints Go Marching In"?

Instead of launching into an explanation, I got curious about what the student observed and noticed about the piece of music. I let their natural excitement and questions about the piece lead the way, as is my usual pedagogical approach when not impacted by childhood frustrations learning that particular piece.

As educators, our role is to facilitate, not dictate. By listening to our students and adapting our teaching, we empower them to discover their own musical potential – even in areas where we once struggled, allowing them to surpass our own limitations.

Catherine Sipher is a remote piano teacher at Blossom Piano Studio, located outside Boston, MA, and author of Notes to Self: A Guided Mindful Practice Journal., With over 20 years of piano teaching experience, nothing brings her more joy than sharing the beauty of music with her students. When not teaching, she can be found spending time in nature, writing, practicing yoga, and enjoying time with her 6 children.