Student asks: Should I go into music as a career?

[thalberg]

When students ask this question, what's the best way to handle it???

I mean, if the student is bad, there are tactful ways to discourage them.
And if the student is spectacular, then the answer is easy.

But what if the student is reasonably good, but not outstanding.  If they work hard, maybe they'd really take off or maybe they'd always be behind.  It could go either way.

Is it a teacher's role to be more of an encourager or to focus more on giving such a student an objective picture of reality?

[thalberg]

Hehe....one of my teacher friends had a student who wanted to be a concert pianist on weekends and a doctor during the week.  He said he didn't want to crush her dreams so he didn't criticize.

[Bob]

I would always be encouraging and realistic.  You could always send them to someone who knows more -- someone else who could tell them the requirements, the technique they need, the pieces they would play, what they should be playing now, etc.   That way, you've helped them find someone with more information and given them a does of reality at the same time.  If things go well, they will probably practice more.

I have heard people say "If that's the only thing you can ever see yourself doing, if it's your passion and you can't live without anything else," and things along those lines. 

With the competitive aspect thrown in.  The amount of time it takes.  The dedication.  And the expense for education.  And then the starving will trying to get work.

I would be as realistic about the job opportunities.  You never know if they will suddenly spring up with their practicing and continue on.  I wouldn't want to discourage that.  But I wouldn't want to mislead them about the lack of money the will probably have.

[pianistimo]

maybe what one should do also, is to have them talk to people that you know (*as well as yourself) that are in the business.  people often have these dreams and they've never even met anyone who does what they think they want to do.  after they hear exactly what you need to do to make it (how much mental, emotional, and physical effort it is) they can either make the steps to do it - or die.

that's the choice for someone who thinks they want it.  me, for instance - i'm not spectacular and neither am i totally a loser when it comes to piano.  so - what i would like from a teacher would be lots of opportunities that are not major losing ones.  restaurant gigs on valentines, a few vacation cruise liner trips, maybe even some parties or have been thinking about weddings again (played for my family and friends weddings - and also several people that i didn't know that well) - and retirement homes.  stuff that COULD presentably turn into good income as a side income to something else.  teaching piano, teaching theory, teaching - period.  teaching and performing can work.  unless you want to practice all the time.

my problem is that when i teach, i get tired and don't feel like practicing much.  so it's kind of a toss up.  do i want a lot of students - or to 'go for it' and get a load of repertoire worked up.  for people (students) like me - we need somebody to sort of build a fire under us - instead of being so automatically self-motivated like we should be.  someone to say - ok.  i have a gig for you. get ready.

[amelialw]

Is it a teacher's role to be more of an encourager or to focus more on giving such a student an objective picture of reality?

Both, after I moved to canada, I told my present teacher that after she coached me for about 1&a half years or so. She brought up the subject 1st and asked me what I wanted to do. I told her that i wanted to become a pianist and piano teacher and asked her what my chances now. According to her now, I have a great future as a pianist and piano teacher as long as I focus on my goals and work hard.

I guess if the student is just really bad at the piano, you could encourage him/her to continue working at music but look at other options. If the student is really good, there is nothing to say but a yes and that the student has to be comitted. If the student is in the middle, point out that there are other options and that she/he has more time to decide.

The other thing is that if a student is really really good, there is a limit of what you can teach him/her unless you are still studying music yourself. In the end there are always many piano students that go to better teachers when they decide what they want, for example: Me!
 

[amanfang]

With your experience in the academic music field, I think you know what it takes.  And I think you know what their strengths and weaknesses are. 

I had only one teacher discourage me from going into music, because she was burned out.  To this day, she still discourages me from continuing.  I also was not a very strong player going into college, but I decided that I would work myself, and my teacher brought me much further than even he thought I would go.  Others are on the line, or even have talent, but once they get into it, decide that the discipline is not worth it.  And then there's you, who despite getting several degrees in music, decides not to go into music after all. 

Fortunately, even if the student decides to go into music, it's not like it is a "set in stone" career choice or university major choice.  Things can always change.

[rc]

A bit of a tangent:

I went to a clinic on mic placement this weekend hosted by Michael D. Clute - a producer/engineer from Nashville .  It was a real eye-opener as to what goes on behind the scenes in making a recording!  For $10 I expected I might learn a few interesting things, but he talked for about 4 hours about a lifetime of experience in the music business, well worth the money!

Anyways, at the end of it all some people began asking questions about sending demos, how to get the right people to hear their music so they can launch a career.  He had an inspired speech in answer to this.  Something along the lines of how many people get with big labels but even after that there is a TINY chance of really hitting it big (what most people think of as a 'career' in music)...  That the best thing was to do whatever's in your power but not fret or worry about achieving 'fame & fortune' because that's wasted energy, better to focus more on doing your job the best you can, any rewards will come naturally.  Basically to be creative and enjoy what you're doing.

The way I see it, we ought to put most of our attention on whatever level we happen to be at.  If a student starts getting good, they'll want to start performing for people, as their performance gets better they might start getting paid to play, there may come a time where it would be feasible to set up shows or go on a tour.  Maybe the student will play with a trio...  Of course everybody would like to get paid to play, but the student shouldn't be investing so much energy that far into the future, just work on improving and it will make sense when it comes time to take the next step.

So I figure it would be best to let a student know it's a possibility - but 'first thing's first...'  It would be a plus if the teacher could speak from personal experience

Another thought is to have performance opprotunities for students.  No one can deny after being on stage whether they've done their job or not!  Students who do a good job at informal recitals could perhaps be encouraged to play at open mics, retirement homes or maybe at a local restaurant that has a piano...

[thalberg]

With your experience in the academic music field, I think you know what it takes.  And I think you know what their strengths and weaknesses are. 

I had only one teacher discourage me from going into music, because she was burned out.  To this day, she still discourages me from continuing.  I also was not a very string player going into college, but I decided that I would work myself, and my teacher brought me much further than even he thought I would go.  Others are on the line, or even have talent, but once they get into it, decide that the discipline is not worth it.  And then there's you, who despite getting several degrees in music, decides not to go into music after all. 

Fortunately, even if the student decides to go into music, it's not like it is a "set in stone" career choice or university major choice.  Things can always change.

From what you're saying, I'm realizing there are many, many variables in this whole picture besides just ability.  Things can turn out so many ways.  Perhaps a teacher needs to stress that in the end, no one can really give them a final answer and that the student has to come to it alone....provided the student isn't so bad as to get kicked out of school and have the decision made for him.

[amanfang]

And of course, that happens too.  From what I've seen though, generally the ones who end up failing out of the program are the ones who just aren't disciplined to give what it takes.  Sometimes of course, there really just isn't the talent there.  And while I agree that one can work very hard and make things happen, talent does play a part to some extent.  So yeah, the bad ones might actually fail, and the mediocre ones could go either way depending on the work ethic.

[Bob]

Rc reminds me.  The ones who have that fabulous career are probably already doing it from a young age.  The four year old performing with an orchestra.  That type of thing.  In that case, there's not much question about what they're going to do, and those people have better chances of making it.

[amanfang]

Yes, but performance is not the only way to have a career in music.  I consider teaching to be a career in music.  Or there's writing, editing, researching, playing for weddings, funerals, churches, etc.  And of course music technology is taking off right now too.

[oscarr111111]

I'm not a piano teacher, I'll never be a piano teacher (or even a good pianist), but I would always tell the truth in that situation (obviously hypothetically).  I can't stand lying about menial things, the thought of lying to someone on that scale repulses me.  What if they take your words seriously (as they should, if they respect you) and dedicate their life to a lost cause (or simply a cause they'll never excel at, and likely never make a successful career of)?  What if when they've given up an academic or specialist career which they could have eventually been much better at and happier in to pursue a career in music based on a misguided childhood dream before they realize they were lied to? Is that risk worth the slight discomfort you'd be spared by not telling them the truth?

They can get all the false support and ego boosting for free from their family and friends, anyone serious about music doesn't pay a piano teacher to delude them into unrealistic fantasies, they pay you to be professional and to make them a better piano player.  Sometimes the truth hurts, but a lie almost always eventually hurts more.

Just my thoughts.

[Bob]

I don't think you have to lie.  You should inform and let them make up their own mind.  You can even tell them the big pitfall -- lotta practice, dedication, and sacrifice and possibly no rewarding career.

[rc]

Oscar:  The problem is that a teacher can't know for sure whether a student can make it work or not.  To pretend they know is the only lie.

[m1469]

When students ask this question, what's the best way to handle it???

Read the newspaper, yawn, sip a juice, make a phone call, step out of the room, play some music for them from the computer, or have them watch some video of a bear catching a salmon in the wild


*takes a nap*