Energizing Young Players: Creative Ideas to Inspire Beginners

Hrudik presents ideas to keep students (and teachers) motivated in the music class. Strategies include: building community, identifying musical purpose, recording students at the beginning phases of learning music (to show progress at a later date), including parents in concert/event planning, having students add a tag/note on a class display to signify practice achievements, and celebrating music.

Although the article title suggests ways to energize young musicians, the approaches to teaching outlined in this article are applicable to all class levels and educators. Hrudik’s creative ideas are all impressive and I feel it is important to note the following ideas. Hrudik suggests starting the planning process with musical purpose - the “why?” While educators see the relevance and importance of musical knowledge and students’ musical synthesis with new knowledge over time, Hrudik reminds us to help students see the why as well. Next, Hrudik writes about students giving performances within the school and at school-wide events in the section titled, “Winter Caroling.” Even though many music ensemble programs have winter concerts, the musical performances are often presented to families outside of the school day. Winter Caroling, performances during the school day, or informances (informal presentations) are opportunities for students (a) to share their work with their peers and other teachers, and (b) gain performance practice.

Hrudik’s next idea addresses musical practice in a low-stakes manner. “The Practice Cactus” is a representation of students’ practice over time. Students are asked to add a toothpick to the styrofoam cactus each time they achieve a practice goal (for example: add a toothpick once you’ve reached 60 minutes of practice this week). Students can take pride in their accomplishment over time and can literally see their cactus grow over time along with their own musical development. There aren’t any grades attached to this approach! Hrudik’s other ideas include recording the first time students learn a piece of music and playing it back to students right before their concert performance - to hear the progress made since then; having students write positive notes to their peers; Orchestra Karate - awarding students with colorful ribbons (Karate belts) to display on their instrument case after achieving a milestone; and sustaining music learning over the summer.

The idea that caught my attention the most was Hrudik’s segment titled, “Student-Parent Involvement at Concerts.” When parents/guardians play a role at their children’s events, everyone has a greater stake in promoting the success of an event. Hrudik offers the following roles that parents can play: parents can learn to play a tune from their children, chaperoning bus rides on trips/events, and writing notes of encouragement to their children ahead of a concert or throughout the school year. Hrudik suggests students can become more involved at events by volunteering to introduce a piece, display artwork/projects that relate to the music, or offer to play a solo at the concert. My big takeaway from Hrudik’s article is to try something different, try something new.