Willa started piano lessons at the beginning of March. I've hemmed and hawed for a long time about whether to start her. In Suzuki, you can start as early as three, but sometimes it feels like those lessons are more exercises in sitting still. I kind of wanted to delay also to save money since I knew she would progress faster when she was older anyway, but sometimes progression is not the main point. I finally decided to start her because she is bored and would enjoy some more enrichment. She misses the kindergarten deadline by fourteen days this fall, so we have a whole extra year to have her home. I feel like piano is something we can do during this year (and beyond) that she will enjoy and be challenged by. It will also be nice to get in the habit of lessons and practice before we are locked into the craziness of a school schedule.
Our stake choir pianist used to be the president of the Las Vegas Music Teachers' Association and is really involved in pedagogy and the music community here. She usually takes five year olds, but said she would take Willa at four since she can sit and focus well. I decided to put Willa with a really good teacher opposed to someone who just teaches in the ward for several reasons. First of all, I wanted someone experienced because Willa is so young. This teacher knows how to work with young students. Second, I want Willa to have a solid base. She's not necessarily going to become a prodigy and go on and do professional piano for the rest of her life, but if she loves it and wants to continue on, this is the teacher to start with. If she doesn't care for it as much as she grows, we can dial it back and go to a less demanding teacher, but it's difficult to go the other way (from poor teacher to better) after bad technique and practice habits have been formed. It's so much more fun as a harp teacher to get a new student who is kind of a blank slate. It's hard and frustrating (especially for the student) if they are coming from a less demanding teacher and I have to slow them way down to fix hand position, fingering, and other bad technique. It's just better to start well then to spend the whole time fixing.
This teacher holds regular recitals and organizes her students into piano duos, trios, and quartets which will be so much fun. I think it's important to have group lessons with other students to be motivated and also to make friendships. She also emphasizes a lot of theory and it's naturally worked into the curriculum, which is so important. She won't be totally lost in college theory and dictation if she sticks with this. Our teacher says she has her students reading two full octaves by the end if two months, which really well. If/when we do harp later on she will progress very quickly.
Which brings me to the last question: why not just start her on harp? I feel like piano is a basic life skill. If you can play piano, you can always help and serve others. You can always make basic music. Most places have a piano, you can own a basic piano fairly inexpensively, especially with all the great digital pianos there are these days. Even in college, other music majors have to take a basic piano skills class. Harp is more of a specialty instrument. The harp is also very physically difficult as far as technique goes and it's difficult for little kids. I was originally thinking of starting her at five, but now with piano I might wait an extra year or two. Growing up in my house, I always felt like I could quit harp, but piano was non-negotiable.
Her teacher wrote her name and the date of her first lesson in the front of her book. Isn't that cute? I'm excited that now we'll always know when she started and how old she was.
Lessons are going really well. It amazes me how much coordination it takes and also how well she progresses. We'll have several days of not getting it, not getting it, not getting it, and then suddenly she can do it. It's so difficult to have good articulation with your fourth finger and to have it move independently. In the beginning, she could not move it and then it would move when she was trying to play her fifth finger. We made a joke about it and would scold her finger saying, "Four! It's not your turn!" Willa thought that was hilarious. Then one day the finger just did it. It was exciting! I also feel like her behavior has improved a little the past few weeks, less defiance and meltdowns. It might be my imagination, but I think having the one-on-one time to practice everyday is good for her. She craves one-one-one and practicing together is something that fulfills that and that we have in common together, just the two of us. She loves to practice and will ask to do it several times a day. Some sessions are more effective than others, but sometimes she will sit and concentrate for thirty minutes at a time. Other times, we have to take a break after five minutes, but she's always happy to do it again later.
Here's a little video from her first lesson.