12

Chapter

frustration, the child may simply not Iike the sound their chosen instrument
makes, or perhaps the repertoire may not be appropriate to the childs
particular interests and tastes. Discussion between child, parent and
teacher will often get to the root of the problem. Music can become such
a joy in life that every effort must be made to protect it at this stage.

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Of the many changes affecting children between 9 and 12 years of agc,

perhaps those most relevant to the music teacher are the development
of asodal life outside the home and the strength of peer-group pressure.
This peer-group pressure can be so streng at times as to deter pupils
from practising and may even cause them to give up.
For all beginners in this age group, it is important to choose your teaching
materials with imagination. Children of 10 and 11 years of age have quite
sophisticated tastes and would feel uneasy with many of the methods
that are aimed at younger children. Players ofwind and brass instruments
often begin tuition about this time, and for these, owing to their physicaI
development and learning experiences to date, it is a time of fairly rapid
progress. Both beginners and well-established pIayers shouId be encouraged
to take part in social music-rnaking actrvities. Suggest they join bands,
orchestras or smaller groups as soon as they are able. Pianists can pIay
duets or accompany friends. As weIl as being fun, it will put their music
into a practical context.
Group dynamics may have a very positive effect on the oIder pupil's
motivation. If geographicaI and time conditioris are favourable, perhaps
you can appoint your oIder pupils as mentors to your young beginners.
Working on a one-to-one
basis, the older pupil will enjoy a sense of
responsibilitv, perhaps they will help with practice or assist in sorting out
some technical probIem. They can play duets and generally give the
younger child a roIe model to look up to. Inc!ude the occasional group
lesson in your programme
(perhaps with a tea party to round off the
event). Your pupils wiIl enjoy being part of a group and can be taught to
listen inteIligently to their peers, comment constructiveIy, and Interact
with you on a social level.
If a pupil is determined to give up, then there is not much you can do.
There is no point insisting someone continues against their wiI!, and
while they may well regret it in future years, to continue will only pro duce
frustration and bad feeling all round. Nevertheless, pupils should not be
aIlowed to give up without some investigation. Perhaps a pianist mereIy
finds the whole process too solitary. taking up the flute or trumpet, with
the promise of speedy progress and a place in the school orchestra, may
change their mind. Perhaps a c!arinet player has always wanted to pIay
jazz; although they may require a change of teacher, that is better than
just allowing rnusic to fade out for that individual. Perhaps the c1arinettist's