When childhood music lessons come to mind recitals often arise in the same thought bubble. Sometimes this is not a positive image, which is a shame. Recitals don’t need to be frightening, and shouldn’t be. That doesn’t mean performers don’t get nervous. Being nervous and doing something anyway is a powerful accomplishment at any age, and the more often children—or any of us—do it the more used to it we become. It’s a skill that opens up a world of possibilities.
But nervousness is one thing and fear is another. Recitals need to be right-sized in a student’s life. At Musical Beginnings that means a few things:
Students know the piece they’re performing quite well but it isn’t the only thing they work on all year. It is just one part of a varied curriculum, not a do-or-die event.
Recitals are short. Our recitals never go over an hour and usually clock in at about 45 minutes. Families are busy and lengthy recitals are stressful for the students waiting to perform.
We have consistent protocols so that students know exactly what to expect each time: how to dress, how to introduce themselves, how to bow, how to be a good audience member.
We encourage adulation! Our families are wonderful at supporting the performers, applauding each step in the process.
At the end of each recital I like to watch the performers who came in with uncertain shuffles stride out with confidence and pride, having gotten through something that challenged them. Sometimes it goes better than others and that’s okay; it’s all part of the joyful struggle of learning. And in the end that’s the lesson that means the most.