-
Step 1
The first step is to echo back to the student whatever s/he is saying about the piece in question. It will usually be something to the effect of, "This is too hard," or in some cases, "This is absolutely impossible!" The problem in question is often one particular measure that is especially difficult. Perhaps it involves a very large jump which must be executed quickly. Perhaps it involves a trill or other musical ornament which needs to be played very rapidly and cleanly. Whatever it is, just repeat back to the student whatever s/he is saying so that s/he can hear it for him/herself.
-
Step 2
The student will likely be delighted by your (supposed) confirmation of the matter. If the student is willing and able to write down his/her statement in words, ask him/her to do so. Don't make it into a big deal. Just say something like, "OK, if that measure is so impossible, then you won't mind writing that down, will you?"
-
Step 3
The student will likely ask what this is all about. Just try to downplay the whole matter, and reassure him/her that you won't show the paper to anyone. Just make it out to be something "fun." If the student cannot or will not do this, then just do all of the steps below yourself, but it won't have the same impact, as you will see below.
-
Step 4
Ask the student to being by writing the current date on a piece of paper. Allow the student to use whatever format and writing style s/he wishes to for this and all of the steps below. Certainly don't correct any spelling or grammar or anything of the kind as that is not the point of this exercise.
-
Step 5
Next, have the student write down the exact problem that s/he is having. Encourage him/her to be as specific as s/he can, and include his/her overall feelings on the matter. This is therapeutic in and of itself. If you're doing this yourself, just quote whatever the student originally said.
-
Step 6
Next, have the student print and also sign his/her name if s/he is able to. Allow the student to draw a little picture, or put a sticker on the paper, or anything similar if s/he is so inclined.
-
Step 7
Get an envelope, and write the name of the piece in question on the front. Also write the date and the student's name. If there was a specific problem related to the piece, add that as well. Put the letter in the envelope and seal it. If the student is able to, have him/her sign his/her name across the seal. As casually as you can, put the envelope in your file cabinet or out of sight, and continue to downplay the whole exercise.
-
Step 8
Don't make any mention of the envelope as the student continues to practice the piece in question. There is an excellent chance that the student will quickly forget all about it, which is ideal. Obviously if the student keeps practicing, s/he will eventually master whatever it was that s/he declared to be "impossible" not that long ago. Depending on the particular problem, it could be a matter of days, weeks, or months, but certainly not "forever" or anywhere close.
-
Step 9
When the student has finally mastered the piece in question (or the particular trouble spot), congratulate him/her. Go and get the envelope and have the student open it. Hopefully the student will barely remember having written it. Have him/her read the letter aloud.
With that, you've just accomplished infinitely more than what you would have if you merely said at the time, "Oh Billy, you know you'll eventually get it," or "Billy, don't you remember how much trouble you had with that other piece, but then you finally got it, just like you'll get this one." -
Step 10
Try this simple technique the next time you have this situation with your child or young music student. It works wonders because the letter was not only written by the student, but it contains his/her exact words, and his/her personal declaration that the matter at hand was "impossible!" ☺♫
