The Louisville Leopard Percussionists

Creating "Our" Group

For the past 15 years, I have been teaching elementary aged children how to play music. I have learned much more from them than they have learned from me. Not about music, but about teaching. When I first started, I thought I had to be the ultimate leader, to tell them each note to play, including solos, so that it sounded perfect. What I’ve realized about teaching music to young kids is very different from where I started.

I changed my thinking throughout the years from “my” group to “our” group. I learned that the kids work just as hard as I do, we just have different jobs to do. If everyone does their job, it usually works out pretty well. We are all representing “our” group so every member of the group is important and all members make a positive contribution to the group regardless of ability level. Even the shaker players are important.

If the kids feel as though they have ownership in the group, they will work harder and perform better. I let them make decisions about what parts they play, and what songs and styles of music the group plays. I try to listen to what they want and allow them to experiment and to make mistakes. I don’t want to be the ultimate authority; I try to be their guide, their coach, their expediter.

All members of the group are of equal value to each other, including me. I realize that the kids, although maybe not as experienced as older musicians, have a voice and can contribute real ideas to our ensemble. After playing a tune, we talk about it. “How did it sound?” “What went wrong?” “How can we fix it?” Instead of me telling them all the time, I want them to tell the group what they heard and what they think would make it sound better. Sometimes I’m surprised at what I hear. They get it a lot more than most would imagine.

No one in the group is a star. We rotate kids around so that they experience different parts and different instruments. Sometimes it’s good to see the top kids take a back seat while weaker players learn to become stronger. Sometimes a strong player is a coach to a weaker player, with lots of positive reinforcement and friendly help. The tune might not sound as good as it would with a stronger player on the part, but the personal accomplishment that both kids are experiencing is priceless; the weaker player accomplishing a goal and the stronger player contributing to someone else’s success.

We try to celebrate their accomplishments, they deserve it.

When it’s time to play a solo, I let them play their own solo that they improvise themselves. If you allow a child to create their own solo, they will have a much greater feeling of accomplishment, even if it didn’t sound that great. I try not to focus on the solo they played, but on the fact that they performed a solo on their own, either one they wrote or an improvised one.

When learning a new song, it’s usually always the same kids who want to play a solo. I’ll ask the kids who haven’t had a solo if they’re ready yet. One time I got a very reluctant “yes” from a quiet girl who always likes to blend in. She was finally ready to attempt a solo, a very big step for her. To get it over with faster, she chose to be the first of three solos on a blues tune we’d been working on. When her time came, she played a very simple solo, not one that anyone would think was outstanding, but was outstanding to her. Just the fact that she did a solo on her own and it didn’t totally fall apart was all she needed. When it was over, she let go with a huge sigh of relief, looked up and just beamed. The audience roared with applause, not because it was a great solo, but because they saw on her face what just happened inside of her little 8 year old head. This was a great personal triumph for her, one she accomplished on her own time when she was ready. When that happens, I know I’ve done my job.

I don’t want to just teach my kids how to play music, but I want to teach them to be musicians. It’s not about how great you sound or how technically perfect the group performs. Sometimes it’s about the individual accomplishment that is occurring within the group, within the child. I want to make it about them. I’ve already had my time to perform – this time is for the kids. I like to let go, back up, and let them shine.

Believe in your students. If you believe they can do it, and expect them to do it, they probably will. When given the opportunity, they will amaze you.