Choosing a music program for your child requires careful thought and research. At first, the wide variety of options available may seem overwhelming and confusing. However, this variety does ensure that there is something to fit each personality, philosophy and interest. You should begin with an assessment of yourself, your child and your family. This section will include factors to consider in this assessment process: age; commitment; attention; learning style; family dynamics; cost; interest. From these observations, some programs may appear more suitable and appealing for your child and family than others.

CAUTIONS:

• Quality instruction is important at every stage — including the introductory or beginning stages. There is no economy in poor instruction.
• Feel free to consult friends, colleagues and relatives, but don't feel pressured by their advice or experiences. Each family, and even each child in the family, is different. Your decisions should feel right to you and fit into your family lifestyle and schedule.
• A good quality instrument is important.

Age

• Babies. There are "music with your baby" type courses available. These courses generally focus on songs and rhythmic games that the parent and baby can do together. This helps to develop the baby's focus, language, musical ear, physical co-ordination and social skills. Baby class can be a special time just for Mom or Dad and baby, especially if there are other siblings in the family. It also can be an important social outing. Many first-time Moms have met other Moms at "music with your baby" classes for a much-needed exchange of experience and adult conversation! It is quite common for families from a "baby music class" to organize get-togethers outside of class. If you are at this stage in your family, a baby music class can also help to establish friendships and a parent exchange network.
• Early Childhood. A variety of general music programs are available, including Music and Movement, Preparatory Music, Kodály, Orff and Dalcroze programs. Early age is also an ideal time to begin the study of an instrument. Suzuki instrumental instruction can begin at age 3. Starting at age 5 or 6 also works well, as progress is sometimes faster with the extra maturity. If you are planning to begin your child on an instrument at this young age, however, be prepared to attend the lessons with your child and to practice daily with him/her. This may require some creative juggling of the family schedule. Note that some instruments are not available in small sizes.
• Older beginners. While an early start is preferable, it is never too late to begin. A motivated older beginner can actually progress quite quickly as skills such as concentration, fine-motor control and the discipline for practice are already developed to a higher level than that of a young child. Note that for some instruments, for example winds and brass, an older start is quite common. In choosing a program for an older child, however, take into account his/her level of intellectual development and, in the case of group programs, the age of peers in the class. A teaching style filled with games that may be fun and motivating for a young child can seem boring or pointless to an older child. (see Finding a Teacher). An older beginner will not necessarily need a parent at the lesson or at the practice session. However, be prepared to closely support your child as he/she embarks on this musical journey.
  To sum up, make sure you consider the level of development of your child. Music learning involves a tolerance for repetition, a discipline for ongoing practice, a patience for the time it takes to develop complex skills, motor skill coordination and listening skill.
  

Commitment

• Is your intention at this stage to explore or "test the waters" before deciding on a deeper commitment? (e.g., Kodaly, Orff, Dalcroze, Music For Young Children, Yamaha, some summer programs.) This may be because of the age of your child, or because of the time available in your schedule. These kind of programs will usually only demand a once-a-week commitment.
• Some schools have music activities in the classroom and strong music programs in the school (at no cost). Instrumental programs at the middle school level are a valuable testing ground for older children as they provide a group program of the appropriate age and a chance to try different instruments. The children enjoy playing in beginning level orchestras with their peers, and many choose to continue their musical studies with private lessons.
• Out of school organizations provide choral and other programs (requiring tuition fees).
• Some programs and teachers are more "subject" focussed, others are more "child" focussed — ideal is a balance (e.g. Suzuki; in other cases, it depends on individual teachers).
• Private lessons require the most commitment (and cost). The weekly lesson must be followed by daily practice.
• You and your family. Lessons, classes, concerts and practising put demands on family life.

Attention

• Group vs private. Group lessons provide the least attention to the individual child while in private lessons the teacher gives the child undivided attention. There are advantages and disadvantages to each approach so some teachers (and programs such as Suzuki) provide a combination to maximize the advantages.
  • The group setting can be motivating for some children while learning new skills but distracting to others.
  • The private setting provides closer monitoring to ensure careful "set up", posture and movements which is critical for success.

Learning Style and Personality

• It is helpful to observe the learning characteristics and personality of your youngster. Inquire about visiting lessons or classes of teachers you are considering so that you can observe whether the instructional style fits with your child's learning style.
• see Issues section: Learning Diversity.

Family Dynamics

• Parent involvement. School programs usually require little parent involvement (except where fund raising might be expected). Younger children require parent involvement at the lesson to ensure the teacher's instructions are carried through the week during the practising. What is the "working relationship" between you and your child for this close daily intense activity?
• It is important to assess your personal commitment. If you are not genuinely interested in music or the learning of music, this could affect the child's success.

Interest

• Some children literally demand to learn a specific instrument and some do so at an amazingly young age. Such strong expression of interest should not be ignored and could warrant private lessons.
• If the child has not initiated the interest in studying music but warmly receives the suggestion from you, then you could pursue a wide variety of options.
• If you believe that music learning is important, but there is some resistance, a program that involves a group may be preferable. Peer motivation can be effective.

Cost

There are several cost considerations.

• Schools with music programs usually provide free instruction, instruments and music.
• For out-of-school programs there will be costs for lessons/classes, instruments, and music.
  • Do you already have a piano? It might require tuning and the mechanism checked by a technician.
  • Grandpa's violin in the attic will unlikely be appropriate (it will be too large for a small child and might require extensive repair)
• Some tuition-based private schools like Waldorf and Montessori include music as an important part of their curriculum.

Programs

Schools - public, private, commercial, conservatory type.

Private lessons.

Dalcroze. Kindermusik. Kodaly. Music for Young Children. Suzuki. Orff. Gifted. Fine Arts - magnet. Music for Young Children. Yamaha. RCM/AMEB/AssocB exam "curriculum")

Toronto area music programs.

Updated August 6, 2000
© 2000 Norman Burgess