Training in playing a musical instrument gives to the child many advantages: hearing development; development of fine motor skills of fingers of hands (which, in turn, influences development of the right, i.e. creative hemisphere of a brain); formation of musical taste; ability to maintain additional loadings. It is easy for parents to understand all above-mentioned, but how to explain it to the child who loses interest in training over time, is capricious during the classes and takes great pain from them to evade?
It is required to you
- 1) patience;
- 2) attention to trifles;
- 3) time.
Instruction
1. Talk to the child or observe him: what he watches animated films/movies what songs loves. Write out all names, then try to find in shops or on the Internet of a note of these works. It will be much more interesting to it to execute these melodies, than some ""boring scales"" and works of the academic program installed by the teacher within the preferences.
2. You should not stint criticism as to you it is not necessary and to forget about fragility of children's mentality. Speaking to the child about the low level of its execution, you go on the minefield where each blurt strengthens hatred to a musical instrument, and each undeserved praise can result in total intolerance of criticism in the future. Be most affable, and it is better to tell hundred times: ""And let's play we since the beginning once again, only now it is necessary to put on this key average, but not an index finger, well?"" - than once to tell: ""You badly play"".
3. The key to success in training - regularity of classes. If time allows to be engaged since morning (school it is close to the house), divide hour of daily load of the child as follows: - in the morning - 15 minutes; - after school - 30 minutes; - for half an hour before going to bed - 15 minutes. Thus you will save it from boredom during the classes, for fatigue and wrist pain and also will save from feeling that he sits with the tool already whole eternity. Hour a day - optimum loading if the child does not want to be engaged more and, especially, to devote to music all life. Additional education should not stand above the basic, and on the basic there have to be forces.