I wanted to briefly share something I have noticed while piano teaching: a difference between boys and girls. I'm generalising, of course, so please budget for that.
At Hunter Music Academy, our stated aim is to instil in our students a lifelong love of music. Perhaps 'instil' is too strong––foster would be a better word. We want to immerse our students in an environment where loving music and loving to play music is the choice each student is most encouraged to make.
This looks different for boys and girls most of the time. Girls generally care less about technical prowess and more about having a pleasant experience. If the music is pleasant, the lesson is cheerful, and steady progress is made, they will, most of the time, turn up to the next lesson with an expectant spring in their step, looking for more.
Boys, on the other hand, often look for a challenge. One of my male students, age nine I believe, works harder than almost any other student I have at a piece that is far beyond his ability. Yet I don't think it has occurred to him that he is doing hard work. He loves the thought of being able to play this cool piece so much (the piece is In the Hall of the Mountain King) that he sticks to it week in and week out, making small but steady progress. He really is doing it.
In years gone by, I might have advised him against trying to learn something so difficult. Now I know better with boys. There is a sweet spot where a piece is just difficult enough to deeply challenge them, but not so difficult that they become discouraged.
The key as a teacher––and I believe as a parent––is to guard against discouragement. Make a big deal of small improvements week on week, and often act more like a coach than a teacher. In the case of this boy, my job is rarely to lecture him on how to play the piece. It is to encourage him in his practice, tell him how the hard work is paying off, and get my hands dirty doing a few practice reps with him.
In sum: boys need a challenge that is just out of reach, and a coach to keep them going.
