It’s Never Too Late…

It's Never Too Late…
Even 20 years ago, I knew few vocal and instrumental teachers with any pupils over the age of 18. Nowadays, all that’s changed, and over the past 10 years, I’ve seen an increasing number of people taking up a musical instrument later on life. As a teacher, I welcome these ‘adult learners’ with open arms, and have always stuck by my philosophy that it’s never too late to try something new. Over the years my pupils have ranged from under 10, to well over 70. Here’s some advice for those thinking of taking up an instrument as a new hobby.

Why learn an instrument?

Many of the adult learners I encounter had music lessons as a child; many were put off by being forced into doing it or because of unsympathetic and uninspiring teachers. I think you can be rest-assured that things have moved on a lot since then. Adults have many reasons for wanting to learn an instrument; for some it’s realising a lifelong dream, and for others, it’s a chance to take up a new hobby. It’s a rewarding activity not just in itself, but in the opportunities it offers learners to meet with other like-minded people.

Why it’s important to find the ‘right’ teacher

Teachers are all very different, and it’s important to make contact with them to discuss your requirements. I will always be willing to listen to your aims, aspirations and concerns, and hope to offer reassurance and advice. I offer a consultation lesson to meet me face-to-face and to discuss your requirements further. The purpose of my consultation lessons has always been to listen to what prospective pupils want to get out of having lessons, and to demonstrate what I will be able to provide them.

What will happen in the first lessons?

All prospective pupils are nervous, adults more so than children. Please be assured that we are very experienced in dealing with nerves, and we do understand of how you feel. Although many adults come to me for the first lesson as a bag of nerves, they nearly always leave smiling. The first few lessons are likely to involve a lot of getting to know one another alongside the music itself. I will also be looking at where your musical skills are at; although many adults come along thinking they know nothing about music, many do, and many are surprised at how much they can remember from their school years. At every stage, don’t be afraid to talk to your teacher about any concerns you have; we are always willing to listen and to work with you to overcome these.

Don’t worry about the age gap!

One thing I have consistently found, has been that once musicians get together, whether it be taking part in some form of musical activity or on a social basis, age is totally irrelevant. Young and old work together for a common aim and all ages have a lot to gain from each other. The common ground is often found in the fact that everyone, both young and old, is nervous! Once my adult pupils get together, my studio is often filled with uncontrollable laughter, much to the surprise of younger participants!

The thorny question of exams…(though they don’t need to be thorny!)

In the past, many music teachers simply taught pupils for exams. Pupils learnt the material for one grade, and then moved onto another. Sadly, there are still teachers around like this, but in some quarters, things are changing. The simple answer is that you do not have to take exams: music is for life, not just for exams. Many adults decide that at some point on their musical journey, they’d like some form of outside assessment, but many are happy just learning for its own sake. No pupil, either young or old, should be forced into taking exams, and it’s important to not feel pressured by anyone.

Books and equipment

Depending what you choose to learn, you will need access to your own instrument (unless you are a singer!). Some teachers may be able to loan you an instrument in the early stages, and some shops offer a hire scheme whereby the instrument can be purchased at a later date. If you’re thinking of buying an instrument, it’s important to get advice either in a specialist shop or from a teacher. eBay is a wonderful website, but not everything sold there is worth buying. As you progress, you will probably need a few books and other small items, but these are generally inexpensive, and many will last for many months or even years. Some teachers are often willing to lend materials to new pupils, and where local libraries still have a music department, there’s much good music to borrow for free. When you make initial contact with a teacher, it’s worth asking what you’ll need, because you will need to factor in the cost of these things alongside the cost of the lessons themselves.

It’s a big commitment, but an enormously rewarding one; here are my top five tips for taking up an instrument as an adult:

  1. Find a teacher you feel comfortable and who understands your aims, aspirations and concerns – trust your instincts;
  2. Be assured that everyone is nervous, and teachers understand this;
  3. Keep an open mind – although you might be very clear about what you want to do, don’t shut the door on things you might not have considered;
  4. Talk to your teacher about the costs involved, and make sure that they make you fully aware of any books and equipment you may need;
  5. Be honest and share any concerns with your teacher; they want you to get as much as you can from the lessons too.

Remember that these initial enquiries and first few lessons are part of a much longer musical journey of discovery. I really encourage you to take up this new challenge.

I provide flute, piano and singing lessons here in Lichfield, and I will be very pleased to welcome adult learners. If you’d like to find out more, click here, or if you’d like to get in touch, simply click on the contact link above.

3 thoughts on “It’s Never Too Late…”

  1. Thanks David. But with regard to your points about exams… they need not be draconian! This fear and anxiety over taking exams. Properly prepared and with the correct mindset about them as useful tools in one’s journey, an exam can be extremely beneficial. I certainly agree that more needs to be taught than mere exam repertoire. The teacher who uses an examination syllabus as their teaching model is a very poor teacher – no imagination – no engagement with perhaps a wider range of music. I want your readers to think creatively about exam work. Integrate exams into their teaching as a measure of the student’s work at that time on that day, and don’t create a burden about one’s enjoyment which solely derives on how one scores in such an event.

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