Teaching effective practice techniques

I think that teaching effective techniques for practicing is an important part of ensuring the overall success, enjoyment, and lifelong love of music for all students. Practicing is a skill, not just something that can "just happen" without both teacher guidance and parent involvement, especially in the beginning years of playing an instrument. I think that providing a structure and framework for practicing is a very important part of establishing good practice habits. These habits will help ensure successful participation in ensembles, will teach discipline, and will provide a sense of accomplishment that may lead to increased self-esteem. Good practice habits will also help a student understand that hard work (instead of luck) is an underlying component of being successful at anything in life.

In my horn lessons, eighty percent of our time is spent "practicing practicing." The other twenty percent of the time is spent playing through pieces, etudes, scales, and talking about fundamental techniques (breathing, buzzing, long tones, warm-ups). In the lessons, I diagnose problem spots with the students. When we diagnose the problem, we then break down the difficult technical skills into their constituent components. I always ask my students to give me an air-to-body ratio for the passage being studied (with the understanding that the ratio of air will always be at least 60 percent of the equation). Sometimes, the students will write in ratios of air to body in the music to help them remember how much they need to rely on their air. If they are having trouble with articulation, I have them practice air stream patterns with the tongue interrupting the air stream without the mouthpiece or the horn. If they are having trouble with fingerings, or the cooperation between the fingers and the air, I have them mentally rehearse the fingerings, slowly, with no mouthpiece or horn involvement. I have my students "play" with me (air stream pattern or fingerings) to help with audiation. Using a metronome, I have students bring air patterns, and fingerings up to tempo, gradually add the elements together, then put the horn into the equation. I find that, for the most part, this general process helps my students a great deal. I always emphasize the isolation of variables in the process of problem diagnosis. "Being a good scientist" (hypothesizing, isolating variables to fix problems) has proven to help my students remember what to do to effectively fix problems in their own practice sessions.

I think that one way I can help my students further is to involve them in goal-based practice charts. This way, students can have a visual way to track practice goals, especially if the student has a performance goal outside of practicing for enjoyment (auditions, solo and ensemble, etc.). Additionally, having a goal, in my opinion, is a powerful intrinsic motivator. Emphasizing quality practice time over quantity of practice may also help students feel positive about their practice time, may enhance their attitude about music involvement, and may lead to a greater sense that hard work has a direct relationship to success.