“Counting Aloud Messes Me Up!”
Have you ever said this, or heard your children say this when learning a new piece? Or, maybe they don’t say anything. They just don’t count aloud. Instead they play through their piece over and over hoping it will eventually get better. However, for those students who are willing to bite the bullet and work through the awkwardness of counting aloud, the reward is great.
Over the several years I’ve been teaching piano I’ve become more and more convinced that rhythm, or lack thereof, is the root of many problems. In my early days of teaching I did encourage counting aloud. However, if the student wined enough, I would let it go and try again on another day. Today, I’m relentless when it comes to counting aloud because I see the wonderful results students can have relatively quickly if they put forth the effort to count aloud. I love to see students grow in independence because they can count aloud.
I’ll spend an entire day teaching with the same resounding refrain: “Count aloud.” If the student complains, I know I’ve found their learning spot, and I don’t let it go. I tell them, “Join the club. Everyone today has begged me not to count aloud. So you are in good company. However, everyone today is counting aloud for better or for worse. It’s ok to stumble. It’s ok to make mistakes, and it’s time to keep trying until you get it.”
Inevitably, when the student follows my precise directions, they are usually surprised to master a passage in about 3-4 tries. Then I ask, “What was the key to your success just now?” Of course, the reluctant counters seem to have already forgotten that it was the counting aloud that helped organize their playing. I remind them that counting aloud was the key to their success.
“Counting aloud messes me up,” or how about, “counting aloud gives me results that I deserve.” Give both options a try, and see which one propels you or your children forward in your music study.
