Recipe for quality music education

Many thanks to all the colleagues who responded in such large numbers to my surveys in early November and early January. The keen interest in the "Recipe for quality music teaching" and the quality of the responses show the enormous potential of the SSPM and prove that music teachers don't just "teach a little", but that they plan their lessons carefully, deliver them with passion and regularly reflect on their teaching practice and the attitude of others involved.
If I quote an SSPM member, his or her name appears in brackets.

The students

Add to the ideal music teacher∙e two or three handfuls of students of different ages. Ideally, they're all curious about music and the instrument, and they've chosen it consciously and not just because their parents wanted them to. They are open-minded, receptive to what the teacher∙e passing on to them, but they don't trust him blindly either. They are capable of sensing what suits them and what doesn't. Adult students, in particular, need to respect their teachers, but without "idolizing" them. "They are honest with their teacher∙e and tell him/her whether they have worked or not. The teacher∙e can then adapt to the situation." (Nadia Minder)
It's advantageous if they're gifted and musical. It doesn't matter if it's an innate talent or if they've developed their sense of heavy and light notes, phrasing and the agogics and dynamics suited to a particular style by listening to different styles of music and working with their music teacher∙e.
They have musical desires and goals, as well as a certain ambition to achieve those goals, which motivates them to practice without developing an unhealthy obsession. Depending on their age, they learn to work independently and to ask their teacher∙e for help when they reach their limits." Students contribute to the quality of the course through their active engagement, their ability to work independently and their willingness to invest themselves in a demanding, sometimes uncomfortable process." ( Hekmat Homsi )
They have the courage to try different things, to improvise and to interpret each passage in a slightly different way in order to discover which interpretation seems most appropriate to them at any given moment, while remaining within the limits of their current technical abilities. They understand that technical skills can only be developed with hard work, but that by improving them, they will have many more ways of producing the colors and sounds they desire.
They enjoy playing music, both on their own and with others, whether in orchestras, choirs or smaller ensembles. Ideally, they take or develop more pleasure in singing or playing in public than they fear, and they have the courage to detach themselves from the score and sing or play by heart.

They have patience when something doesn't work right away and try again and again.

"I want parents and students to understand that the learning process is not an instant download like with ChatGPT, but a process that requires patience, perseverance and repetition." ( Kateryna Timokhina )

Music lessons are particularly successful when students are enthusiastic, a little cheeky, willing, but also sensitive and passionate, and when they know not only how to play, but also how to listen to themselves and others.

The parents
We appreciate parents who support their children in their musical activities without pressuring them by setting unnecessarily high goals.

They can, however, demand a certain perseverance from their children.
"I was impressed by the story told by cyclist Marlen Reusser: as a child, she was determined to learn to play the violin. Her parents told her she could do it as long as she stuck with it for two years and practiced for 20 minutes a day. She did just that, practiced even harder and was admitted to the HKB's musical talent promotion program. Later, she chose cycling, but music remains a resource for her." ( Ursula Krummen Schönholzer )

Students are motivated when their parents listen to them, both at home and at auditions. Sincere compliments help, and if something isn't working, constructive criticism and words of encouragement can help. It's beneficial for music lessons and rehearsals to have a fixed place in the child's weekly schedule that doesn't change, and for parents to show the child that they respect his/her music teacher∙e.

To be continued